1. They are followed as: formation model for mathematical concept, discovery model for mathematical proposition and solution model for mathematical problems. 论文着力讨论了“数学概念形成模式”、“数学命题发现模式”和“数学问题解决模式”三种类型的数学课堂探究教学的基本模式。
2. The rats were divided into 5 groups as control group, model group, spontaneous recovery group, acupuncturing group, Colchicines group. 观察对照组、模型组、自然恢复组、针刺组、秋水仙碱组血清谷丙转氨酶（ALT）、透明质酸（HA）、Ⅲ型前胶原（PCⅢ）含量的变化。
3. Methods: sixty rabbits were randomly divided into four groups and modeled intestinal adhesion. the model group, the normal saline group, the Da-cheng-qi tang group, the ACOL group. 方法：采用日本大耳白家兔60只，双盲随机分四组，制成肠粘连模型。分为：空白组，生理盐水组，大承气汤组，抗粘连浓缩口服液组。
