番閱 的英文怎麼說
中文拼音 [pānyuè]
番閱
英文
review-
Most american school children learned to read, write, and do math competently - and they left school able to make their way in the world
那時的絕大多數的美國孩子在學校里都能真正地學會閱讀、寫作和算術的本領。然後他們離開學校，在世界上干出一番自己的事業。Sequence analysis showed that the full length of this cdna which encodes 364 amino acids is 1398bp. it has 71 % and 69 % identities to lycopersicon esculentum and pisum sativum respectively in amino acid level. this gene is a membrane protein which has one signal peptide, seven transmembrane helices, three n - glycosylation sites and one o - glycosylation site
序列分析表明，該基因的cdna全長為1398bp ，開放閱讀框為1095bp ，編碼一個364個氨基酸的多肽，與番茄和豌豆中的該家族基因分別具有71和69的氨基酸同源性，是一種膜蛋白，具有1個信號肽序列， 7個跨膜螺旋， 3個n ?糖基化位點和1個o ?糖基化位點，分子量大約為39 . 174kd ，等電點為8 . 07 。We hold the belief, the journal is useless unless it could help the companies and people working in this area, helping the others means helping ourselves. we are committed to function as a bridge between technical innovators and companies, we are committed to function as a bridge between talented writers and interested readers, we are committed to function as a bridge between overseas companies and chinese companies, we are committed to help the people and organizations working hard in this area
2006年4月，期刊被中國科學技術信息研究所評為中國科技核心期刊7月18日創建了應用光學的遠程編輯系統和雜志的開放式閱讀oa下載網站，促進了科技交流，擴大了期刊影響2006年8月，收到萬方數據2006年統計報告，期刊的影響因子比上一年度翻了一番，達到0 . 32 。This article analyses the causes of the little content - slow development - poor efficiency - energy wasting phenomenon in the current teaching of chinese reading comprehension in terms of its orientation and styles. it also puts in order some basic elements concerning the essence of reading, interpretation of the meanings of the reading materials and the relations between reading & writing. the author holds the view that the traditional teaching methods lay too much emphasis on the knowledge acquired from reading & practical uses of reading itself, separating reading form speaking & writing and neglecting its " representation " and " development " functions
本文從閱讀教學目標定位、教學範式取向兩個方面分析了造成當前閱讀教學「少慢差費」的原因，並從閱讀的本質、文本意義的生成、閱讀與寫作的關系三個方面對閱讀教學的一些基本問題進行了一番梳理，認為傳統的閱讀教學將教學目標定位在閱讀自身的實用性和工具性上，教學範式取閱讀本位、知識本位，孤立地強調閱讀的重要性，將讀、寫、說截然分開，忽視了語文教學的「表現性」和「發展性」功能，這種「以閱讀為本位」的「吸收實用」型閱讀教學規范嚴重製約了閱讀教學的健康發展。分享友人