浮式水槽是近年来在湖泊中新兴的养鱼设施,为了评价浮式水槽在养殖活动中对湖湾截流而成的小型湖泊内水环境的影响,选取小型湖泊中浮式水槽(玻璃钢材质,规格为25.0 m×5.0 m×2.5 m)内外共6个代表性位点,于2018年6、8、10月监测大口黑鲈的3个生长阶段(苗种、幼鱼、成鱼)中水质和底质的时空差异,并应用沃伦威德(Vollenweider)、狄龙(Dillio)、合田健(Hetian)3种水质模型估算出总磷(TP)的水环境容量.结果表明:养殖活动期间,水槽内外水质基本维持在Ⅱ类或Ⅲ类水质;浮式水槽的截污装置对高锰酸盐指数(CODMn)的拦截效果最为明显,对TP的拦截效果仅次于CODMn,而对总氮(TN)和总氨氮(NH3-N)的拦截效果相对于TP和CODMn不明显;6、8、10月TP的水环境容量分别为56.93、60.12、-28.01kg/a.研究表明,总体上浮式水槽的存在会导致水环境容量下降和水槽下游底质中氮磷的沉积,但对湖体水质等级影响不大.

To safeguard food security and water resources, the water-saving ground cover rice-production system (GCRPS) has been increasingly adopted by the agricultural production sector for rice production. However, compared with the conventional paddy rice-production system (CPRPS) with an intermittent irrigation water regime, changes in the soil environment under GCRPS to a larger degree affect the soil biogeochemical processes that regulate the emissions of nitric oxide (NO), an important atmospheric environmental pollution gas. To quantify the differences in NO fluxes between GCRPS and CPRPS and to identify the controlling factors, the NO fluxes were measured in situ in an annual rice-fallow cropping system under different fertilizer treatments on the basis of the static opaque chamber method and chemiluminescence analysis. The results show that during the rice-growing season, high NO emissions were mainly observed during the mid-season drainage period. The seasonal total NO emissions under GCRPS were generally higher than those under CPRPS, with NO direct emission factors of 0.12%and 0.016%, respectively. This difference is mainly due to the higher soil redox potential and temperature under GCRPS. In the fallow season, the NO fluxes in each treatment were negatively correlated with the soil water content. Overall, compared with the CPRPS, the water-saving GCRPS shows potential trends of increased annual NO emission at 0.032% and 0.15%, respectively. To analyze these trends in greater detail, multi-year and multi-site research should be conducted in the future studies.

为探究太湖地区稻麦轮作区秸秆还田与化肥、牛粪堆肥配合施用下水稻和小麦产量以及氮素利用情况,通过大田试验比较不同施肥方式,即不施肥(CK)、单施化肥(CF,当地常规施用量)、70％ CF+牛粪堆肥(OMCF)、CF+秸秆全量还田(CF+S)和OMCF+秸秆全量还田(OMCF+S)对稻麦产量及氮素吸收利用的影响.结果表明:稻麦产量从大到小的处理依次为OMCF+S、CF+S、OMCF、CF、CK.与CF处理相比,施用有机肥料提高了库容量和千粒质量,促进了干物质和氮素在作物生育后期的积累,并提高了干物质和氮素在籽粒中的分配比例,使生物产量更多地转化为经济产量;施用有机肥料还有利于营养器官中氮素的转运,从而提高了氮肥利用率.其中,秸秆和有机肥协同施用(OMCF+S)对作物氮肥利用的促进作用比OMCF和CF+S处理单独施用更明显;OMCF+S处理加强作物生育中后期土壤的供氮能力,改善作物生育中后期的营养条件,从而促进幼穗分化和籽粒灌浆,为产量的提高奠定基础.结论:在化肥施用量减少30％的基础上配施有机肥同时秸秆全量还田实现产量构成因素在较高的层次上协调统一,从而获得较高的产量,同时通过作物与土壤的自我调控实现氮肥利用率的提高.

A long-term field experiment was carried out to investigate the effects of three kinds of organic-inorganic compound fertilizers(rapeseed cake compost plus inorganic fertilizers(RCC),pig manure compost plus inorganic fertilizer(PMC),Chinese medicine residue plus inorganic fertilizer(CMC))on yields,different periods of functional leaves chlorophyll content(SPAD values)and nitrogen use efficiency(NUE)of wheat and rice under rice-wheat rotation system in 2009-2010.The results showed that the yield of all treatments was significantly higher than the control(no nitrogen application).The rice yields were 9.5%,16.2% and 17.4% higher than the chemical fertilizer(CF,7 588.9 kg·hm-2)in the treatments of RCC,PMC and CMC,respectively.While the wheat yield(4 818.8-4 987.5 kg·hm-2)was significantly higher than that(4 146.1 kg·hm-2)of CF,with an increment of 16.2%-20.3%.Both in the rice and wheat seasons,the different periods of functional leaves SPAD values and NUE of organic-inorganic compound fertilizer treatments were all in varying degrees higher than the CF or the same.When treated with CMC,the higher functional leaves SPAD values,yields and NUE which were higher than that of CF could be obtained in rice-wheat rotation system.

英语教学一直都在改革,而本文通过统计分析近两年的英语四级考试成绩发现,相对应的学习者的水平并没有得到明显的提高.教育界提倡的自主学习需要自主教学环境,随着近几年计算机技术迅猛的发展,虚拟现实技术出现在我们的面前,它具有传统教学方式无法比拟的优点.本文提出了虚拟现实技术与传统教学的结合的方法,引导和促进英语学习者自主学习,提高教学效率与学习者成绩.

本文介绍认知心理学的教学理论,认为认知心理学教学观的一个重要思想就是:学习者的"认知过程"和"认知结构"对"教学操纵"的适配性、认同性是影响学习者"学习结果"和"结果操作"的二个关键因素。并就认知心理学的教学观对创设大学英语教学新模式的启示进行了探讨。

教师工作评价具有鉴定、管理、导向、改进和激励的功能,研究性大学教师绩效评价指标体系由教学、科研、学生培养、学科建设、服务性工作等5个一级指标、15个二级指标、41个三级指标构成,并应用模糊数学构建教师绩效的模糊综合评价模型,利用层次分析法确定指标权重.