[[alternative]]The planning and utilization of "resource areas for outdoor teaching" on the schoolgroud in an elementary school

[[abstract]]Due to the consideration that outdoor education can be taken inside and outsidethe schoolground and any resources on the schoolground need to have the functionof being used in teaching, this research chose one elementary school to investigate how the teaching function of the schoolground is enhanced and how the teachers taught on the schoolground. This research aimed at (1)the process of planning "the resource areas for outdoor teaching" on the schoolground in an elementary school and (2) the condition of teaching on the schoolground. In addition to theoretical analysis, the researcher used interview, questionnaire and document to get information.The researcher got the information about the process of planning the "resource areas" and the opinion of some teachers' by interview. When surveying how the teachers taught outdoors on the schoolground and what they thought of the planning, the researcher used questionnaire. To knowwhat the "resource areas" were like, the researcher analyzed the document. Furthermore, the researcher also made use of the approaches stated above for triple checking in order to raise the reliability of the data. Based on the finding,this study concludes: 1.There were two reasons for the principal to plan "the resource areas for outdoor teaching." One was to advocate the conception of teaching outdoors.The other one was to enhance the teaching function of of the schoolground. In this case, he convened some of the administrative staffs to do the job. They tried to keep the schoolground as what it was and designed a trail at last. After that, they encouraged all teachers to use the schoolground in teaching as possible as they could.2. The problem appeared to be the lack of the intentionto do the job, the ability of knowing what to do and other needed things while designing the trail.3. The administative staffs discovered 20 "resource areasfor outdoor teaching" by writing unit plans and then compiled a booklet.In other words, they not only told the teachers where to teach , but alsothey suggested which subjects to teach and which methods to use. 4. Planning " the resource areas for outdoor teaching" did not make all the teachers change their teaching habits.Most of them accepting the conception of teaching outdoors had already made it one of the teaching methods they were used to use. Besides, there were some teachers still only teaching in the classrooms. Whether or not the teachers treated teaching outdoors as a normalway of teaching, the reason why some of the teachers would not make use of schoolground for teaching was because of too many lessons that needed teaching.5.Most of the teachers arranged outdoor teaching on the basis of teaching goals and curriculum. They would give students as much experience of observation and measurement as possible. However it was not common to adopt interdisciplinary teaching and use work sheets or guide sheets. 6. In this case, every school subject had been taught outdoors, but science teaching used much more "resource areas for outdoor teaching" than other subjects did. Some teachers believed that all subjects could be taught by using the resources on the schoolground, while others presumed that science was the only subject suitable for outdoor teaching.7. Most of the teachers were satisfied with the resource areas that did help them a lot in teaching. However they did not think thatthe booklet was useful, and nor was the teaching demonstration.

地涌金莲的化学成分

目的　研究地涌金莲 Musella lasiocarpa全草中的化学成分。方法　用甲醇室温浸提 ,溶剂萃取分段 ,硅胶柱层析分离纯化 ,波谱分析鉴定结构 ,体外抑菌实验测试抗菌活性。结果　从该植物全草中分离出 4个phenylphenalenone型化合物 ,通过波谱分析将其分别鉴定为 :2 - hydroxy- 9- (4′- hydroxyphenyl) - phenalen- 1- one( )、 2 - methoxy- 9- (4′- hydroxyphenyl) - phenalen- 1