The students " grade of the experiment class reduced gap . the effect of layer division teaching ' s experiment class is the best . demonstration research 2 shows that there are distinct differences in the ability of solving the synthetical problems ( for the first time ) between the experiment class where g . polya inspiring memod was used and the class where g . polya inspiring method was not used 在访谈调查二中,优等生和非优等生经过实验后,他们在数学学习动机、习惯和兴趣等方面都向积极方面变化,含波利亚启发法实验的学生更喜欢数学、更主动学习数学、充满自信、数学创造能力增强;含分层教学性实验的学生自主学习意识最强。
Badh cdna ( 1901bp ) included a 66 bp 5 " utr , a 329 bp 3 " utr and a 1506 bp orf encoding a 501 - ammo - acid polypeptide which showed 88 % sequence identity to badh from spinach , sugar beet and atriplex hortensis respectively . the deduced amino acid sequence included a decapeptide sequence " vtlelggksp " , which is highly conserved among general aldehyde dehydrogenases ( aldh ) , and a cysteine residue Badhcdna全长1901bp , 5端非编码区66bp , 3端非编码区329bp ,含有2个可能的加polya信号: aataa ,开放阅读框架1506bp ,编码一个由501个氨基酸构成的多肽,与菠菜、甜菜、山菠菜badh的氨基酸序列同源性均为88 ,其中有醛脱氢酶的保守序列vtlelggksp和半胱氨酸残基。