theoretical biology 中文意思是什麼

theoretical biology 解釋
理論生物學
  • theoretical : adj. 1. 理論（上）的，學理上的 （opp. applied）。2. 假設（性）的；純理論的，推理的。3. 空論的 （opp. practical）。adv. -ly
  • biology : n. 1. 生物學。2. 生態學。3. 〈總稱〉一個地區的生物。
  1. The traditional epistemology is the pioneer to object to the theory of being and reflectionism, and modern systematology, cybernetics, cranial nerve bionomy and cognitive biology, etc. has set up a solid theoretical scientific foundation for its epistemological assumption

    傳統的思辯哲學認識論為其反對客觀主義的實在論和反映論開道，現代系統論、二階控制論、腦神經生理學、認知生物學等科學學科為其認識論假設奠定堅實的科學理論基礎。
  2. Firstly, we introduce the development of neural biology in the field of theoretical biophysics

    本文首先介紹了理論生物物理中神經生物物理學方向研究的進展。
  3. Associate professor of department of bme, and the center for theoretical biology at pku, in bioinformatics and computational system biology

    工學院生物醫學工程系、北大理論生物學中心副教授，研究領域：生物信息學和計算系統生物學。
  4. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  5. The theoretical analysis shows that any human activities, responsible for the changes of rock, air, water, soil and biology inside or outside the caves, will influence inevitably cave animals in terms of such levels as molecule, cell organelle, cell, tissue, organ, system, individual, population, society and ecosystem. these effects can be observed on cave animal ' s shape - building, activity, tissue structure, metabolism, space - time distribution, biothythm, structure of population and society, food chain, bio - relation, diversity of population and society, and function of the above - mentioned levels

    理論分析表明，凡是能夠引起地表和洞穴巖石、空氣、水、土壤、生物等變化的一切人類活動都不可避免地使洞穴動物在分子、細胞器、細胞、組織、器官、系統、個體、種群、群落和生態系統各級層次上產生效應，這些效應具體表現在影響洞穴動物形態建成、行為、組織結構、新陳代謝、時空分佈、生物節律、種群和群落結構、食物鏈結構、生物關系、種群和群落多樣性以及各層次所表現的功能的多少、快慢、強弱等方面。
  6. The concepts of " flexible water - saving " and " inflexible water - saving " are advanced, and the water - saving and production - increasing potentialities in northern china are calculated. on the theoretical basis of water - saving irrigation - including systematics, biology and physics - an analysis is made of the likely wastage nodes of irrigation water in the whole process of irrigation - starting from the water source to the uptake and utilization by the crops. in view of the two different cases, namely, sufficient water supply and insufficient water supply, the concepts of " flexible water - saving " and " inflexible water - saving " are advanced

    2 、提出了「柔性節水」與「剛性節水」的概念，計算了我國北方地區節水潛力與增產潛力根據節水灌溉的系統學基礎、生物學基礎、物理學基礎，分析了灌溉水從水源到被作物吸收利用的諸環節中可能浪費水的節點，針對水資源充足及不足二種情況提出了「柔性節水」與「剛性節水」的概念，計算了我國北方地區節水潛力與增產潛力。
  7. Through nearly two years of study and discussion, i appraised die results of research study by means of questionnaires, interviews, aptitude tests, and files. i put forward the teaching methods, approaches and principles to change students " learning methods so as to offer theoretical and practical references for nature biology teaching

    本人通過近兩年的研究和探討，藉助問卷法、訪談法、能力測驗法、檔案夾法，對探究性學習的實施效果進行評價，提出了改變學生學習方式的教學方法、途徑和教學原則，進而為今後的生物教學提供理論上和實踐上的參考與借鑒。
  8. Systematic research across multiple subjects such as biology, chemistry and physics will be carried out, in order to understand the population variation of hab species in coastal china seas, to understand the mechanism of hab damage, to elucidate the ecological and oceanographical mechanism of hab construction, thereby provide scientific foundation for efficient methods for " hab prevention, control and treatment ", and contribute to the global morden theoretical system of hab ecology and oceanography

    通過生物學、化學和物理海洋學多學科交叉綜合研究，掌握我國近海赤潮生物種群動態變化規律，了解其危害機理，闡明赤潮高發區赤潮形成的生態學、海洋學機制，為建立"預防、控制和治理赤潮"的有效方法提供科學依據，同時也為發展全球赤潮生態學和海洋學現代理論體系作出貢獻。
  9. Perhaps at the institute ' s 50th anniversary, sessions will cover a new kind of theoretical biology modeled on theoretical physics

    或許將來在卡維里研究所的50周年慶上，還會出現建構在理論物理學上、一種全新的理論生物學呢。
  10. The theory, developed by a team from duke university medical school, north carolina, and published in the journal of theoretical biology, has sent ripples through the scientific community

    這個由美國北卡羅來納州杜克大學醫學院的小組開創，發表于《理論生物學》雜志的理論，在科學界泛起陣陣漣漪。
  11. Theoretical bases of sts education the second part concerns the significance of sts education infiltration into middle school biology teaching

    第二部分：論述高中生物教學滲透sts教育的意義。
  12. Introduced infected by the turnip mosaic virus. there are many useful objective genes can be used in vegetable genetic transformation, but the research work of chinese cabbage genetic transformation is little. the reaserch on transforming chinese cabbage using agrobacterium - med ated method has n ' t been report at home and abroad. ln the test, tumv - cp gene was transferred into chinese cabbage ( brassica campestris l. ssp. pekinensis ) via agrobacterium - mediated method. a high effective regeneration and genetic transformatin system has been established, the detection by the method of molecular biology, has proved that the regenerative plants are transgenic plants and the target genes have been expressed transgenic plants partly. meanwhile transgenic progenies were traced and investigated so that heredity, stability and expression of target gene were researched. the virus resistant, stable plants were expected to obt ain so that theoretical base can be established for chinese cabbage breeding by gene engineering

    利用農桿菌介導法轉化大白菜抗病基因的研究工作在國內外未見報道。本課試驗採用農桿菌介導法將tumv - cp基因導入大白菜中，建立了高效的大白菜離體再生、遺傳轉化體系，並對轉基因植株進行分子生物學檢測，證實得到的再生植株為轉基因植株，目的基因已在部分植株上表達。同時，對轉基因植株的後代進行檢測，分析該基因所控制性狀的遺傳穩定性以及基因表達情況，為大白菜基因工程抗病育種提供理論依據。
  13. Through a careful investigation on the lack of students " self - development, the thesis provides the theoretical bases and practical ways to promote students " self - development in biology teaching in junior schools. the notable result of the teaching practice in biology proves its feasibility

    本文在對當前初中生物教學中學生主體性缺失情況展開調查與分析的基礎上，闡明了在生物探究學習中發展學生主體性的理論依據，同時對實踐操作作了初步的探討和論述，並通過教學實踐取得了顯著效果，驗證了本課題的可行性。
  14. The writor focuses on the autonomic learning in its meaning, its intrinsic mechanism, its feature, its differences and relation of other ways of learning by questing on the theoretical principles of conducting autonomic biology classroom teaching mode in sector of the concept of philisophic subjectival education, the concept of modern curriculum knowledge and the concept of scientific development

    本文從主體性的教育哲學觀、現代課程知識觀、建構主義教學觀、現代科學發展觀等方面探索了引導自主式生物課堂教學模式的理論基礎，對自主學習的內涵、內在機制、特徵以及與其他學習方式的區別與聯系作了深入闡述。
  15. Journal of theoretical biology, november 1981, 93 : 363 - 385

    Cm模擬的計算量主要來自於細胞間的排斥計算。
  16. The model results, detailed in the june 21 issue of the journal of theoretical biology, also showed that t. rex would have had considerable inertia preventing it from turning quickly ; a 45 - degree turn would have taken one or two seconds ? far longer than for a human

    模型的結果，詳細刊載於六月21日的理論生物雜志中，同樣還現實了暴龍是有著巨大慣性，阻礙了它迅速轉身；一個45度的轉身要花上一兩秒鐘- -這要比一個人做起來時間長的多。
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