Objective:To observe and analyze the structural characteristics of the optic discs in high myopia (HM) combined with primary open-angle glaucoma (POAG) and the optic disc parameters with diagnostic efficacy.Methods:A cross-sectional study. From August 2020 to March 2021, a total of 114 eyes of 68 patients with POAG, HM and healthy volunteers who were diagnosed by Department of Ophthalmology, The First Affiliated Hospital of Kunming Medical University were included in the study. Among them, 21 POAG patients (39 eyes) were divided into H+P group (9 patients, 18 eyes) and non-H+P group (12 patients, 21 eyes) according to whether or not HM was combined; 26 HM patients (37 eyes) were selected as HM group; 21 healthy volunteers (38 eyes) were selected as normal control group. The subjects included 31 males (51 eyes) and 37 females (63 eyes), whose average age was 36.93±12.60 years old. Diopter, central corneal thickness (CCT) and axial length (AL) were measured. There was no significant difference in age ( F=8.333), sex composition ratio ( χ2=0.863), and CCT ( F=1.425) among the four groups ( P>0.05); while, there were significant differences in AL ( F=69.956), diopter ( F=37.711), visual field index (VFI) ( F=43.254) and mean defect (MD) ( F=49.793) among the four groups ( P<0.01). Enhanced depth imaging using optical coherence tomography was used to obtain the tilt parameters, the disc rim parameters, the lamina cribrosa parameters and the retinal nerve fiber layer (RNFL) thickness. The tilt parameters included optic disc horizontal diameter, optic disc vertical diameter, optic disc ellipse index (horizontal diameter/vertical diameter); the disc rim parameters included Bruch’s membrane opening-minimal rim width (BMO), optic cup area, optic disc area, disc rim area, cup-disc area ratio; the lamina cribrosa parameters included anterior laminar insertion depth (ALID), prelaminar neural tissue (PLNT), and lamina cribrosa thickness. The pairwise comparison between groups were performed by ANOVA test. Pearson correlation analysis was used to analyze the correlation between disc tilt parameters, disc rim parameters, lamina cribrosa parameters and visual field parameters, as well as between disc rim parameters and RNFL thickness. According to receiver operating characteristic (ROC) curve and area under the curve (AUC), the predictive value of those above related factors for HM combined with POAG was evaluated. Results:Tilt parameters: compared with the optic disc horizontal diameter of non-H+P group, those of normal control group, HM group and H+P group were significantly decreased ( P<0.05), the ellipse indices of HM group and H+P group were significantly lower than those of normal control group and non-H+P group ( P<0.05). The results of correlation analysis showed that the optic disc horizontal and vertical diameters were negatively correlated with MD ( r=-0.302,-0.235; P=0.002, 0.017), and negatively correlated with VFI ( r=-0.291,-0.246; P=0.003, 0.013). Disc rim parameters: the disc cup area and cup-disc area ratio of non-H+P group and H+P group were significantly larger than those of normal control group and HM group ( P<0.05). The disc rim area and the average BMO of HM group, non-H+P group and H+P group were significantly smaller than those of normal control group ( P<0.05). The results of correlation analysis showed that the cup-disc area ratio ( r=-0.584), the average BMO ( r=0.650) had the highest correlation with the average RNFL thickness ( P<0.001). The superior, inferior, nasal and temporal BMO were all positively correlated with the corresponding quadrant RNFL thicknesses ( r=0.431, 0.656, 0.362, 0.375; P<0.05); the optic disc rim area, the average BMO were positively correlated with MD ( r=0.449, 0.618) and VFI ( r=0.449, 0.605) ( P<0.05), among which the correlation of the average BMO was the highest; the optic cup area and cup-disc area ratio were negatively correlated with MD ( r=-0.346,-0.559) and VFI ( r=-0.312,-0.548) ( P<0.001), among which the correlation of the cup-disc area ratio was the highest. Lamina cribrosa parameters: ALID of non-H+P group and H+P group were significantly deeper than those of normal control group and HM group ( P<0.05). LC of non-H+P group and H+P group were significantly thinner than those of normal control group and HM group ( P<0.05). The results of correlation analysis showed that ALID was negatively correlated with MD and VFI ( r=-0.402, P<0.001), VFI ( r=-0.405, P=0.001); LC was positively correlated with MD and VFI ( r=0.403, P<0.001), VFI ( r=-0.401, P=0.015). Comparison of diagnostic efficiency between various optic disc parameters: the results of ROC analysis showed that the cup-disc area ratio had the highest diagnostic performance (AUC=0.847, P=0.007), the maximum Youden index was 0.563, the sensitivity and specificity were 0.833 and 0.730, respectively, and the best critical value was 0.340. Conclusions:Optic disc tilt is more pronounced in HM combined with POAG; BMO in each quadrant could objectively reflect the disc rim defect of HM combined with POAG; the thinning and the backward shift of the lamina cribrosa were consistent with the aggravation of the visual field defect. Among them, the cup-disc area ratio had better diagnostic performance.
在初中数学教学中,培养学生的数学核心素养必须以践行学生发展核心素养为宗旨,要求在学生学习数学基本知识的过程中培养学生的数学素养.《义务教育数学课程标准(2011年版)》提出了10个核心概念,反映了数学六大核心素养:数感和符号意识反映数学抽象;推理能力反映逻辑推理;模型思想反映数学建模;运算能力反映数学运算;空间观念和几何直观反映直观想象;数据分析观念反映数据分析;应用意识和创新意识分布于六个核心素养要素中.在初中数学教学中,教师必须以学生为中心发展核心素养、学生数学核心素养统领初中数学教学:用以人为本的教育理念指导教学,在初中数学教学中培养和发展学生的数学核心素养;初中数学教学中要真正落实以人为本的教育理念,践行培养学生发展核心素养的要求,教师必须充分挖掘教材,大胆进行教学改革和实践,构建以培养核心素养为主的初中数学课堂.
数学阅读是指从数学公式、图形、符号、文字等数学材料中提取信息的心理过程和智力过程,包括看书、提出问题以及对数学过程进行演绎推理、应用、归纳总结行为,其实质是领会、理解其中的数学知识、数学方法、数学思想,体验数学文化,欣赏数学美的过程.数学阅读能力的高低,直接影响学生对知识的理解和把握,直接导致学生认知结构的差异,最终影响学生学习数学的质量.但数学阅读能力不是一朝一夕就能养成的,需要教师在平时的教学中贯穿数学阅读,加强对学生数学阅读习惯的培养.
课堂效益就是在45分钟内获得的最佳效果和最大收益.这里的最佳效果和最大收益表现为知识能力和情感态度价值观等全方位的提升.能否在45分钟内求得效益的最大化,对提高教学质量起着决定性作用.只有充分地利用好课堂,才能在教学中收到事半功倍的效果.
全等三角形是初中平面几何的重要内容之一,也是中考的重要考点.下面对有关全等三角形的中考题进行解读,希望同学们能从中受到启发.
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考点一因式分解的意义 例1下列各式从左边到右边的变形中,是因式分解的为( ). A.a(x+y)=ax+by B.x2-4x+4=x(x-4)+4 C.10x2-5x=5x(2x-1) D.x2-16+3x=(x+4)(x-4)+3x