东天山地区金矿床成矿流体地球化学及其成矿机制

The mechanism of gold ore formation in the eastern Tianshan Mountains, Xinjiang Uygur Autonomous Region, that has been dealt with from various aspects, remains unclear. On the basis of investigations of regional geology, ore deposit geology, and microscopic observations of ores and related rocks of the Jinwozi, the 210, and the Mazhuangshan gold ore deposits, this thesis made a systematic research on the microthermometry of gangue quartz-hosted fluid inclusions, gas, liquid ion and rare earth element compositions and hydrogen, oxygen isotope compositions of sulfide- and quartz-hosted fluid inclusions, and sulfur and lead isotope compositions of sulfide ore minerals from the major ores in the three deposits. On the basis of the above synthetic studies, sources of ore-forming fluids and metals, and mechanism of gold ore formation in the region were discussed. Gas compositions of pyrite- and sphalerite-hosted fluid inclusions were first analyzed in this thesis. Compared with gangue quartz-hosted fluid inclusions, the sulfide-hosted ones are richer in gaseous species CO2, CO, and CH4 etc. Both gas and liquid CO2 are commonly observed in fluid inclusions, whereas halite daughter minerals rarely occur. Ore-forming fluids for the three gold ore deposits are characteristically of medium to low temperatures, medium to low salinities, are rich in CO2 and Na+, K+, Cl" ions. Gas covariation diagrams exhibit linear trends that are interpreted as reflecting mixing between the magamtic fluid and meteoric-derived groundwater. Regarding rare earth element compositions, the Jinwozi and the 210 deposits show moderate to strong LREE/HREE fractionations with negative Eu anomalies. However, the Mazhuangshan deposit shows little LREE/HREE fractionation with positive Eu anomalies. Hydrogen and oxygen isotope compositions of pyrite-hosted fluid inclusions that were first analyzed in this thesis indicate the presence of magmatic water. Hydrogen and oxygen isotope compositions of pyrite- and quartz-hosted fluid inclusions suggest mixing between magmatic water and meteoric-derived groundwater. Sulfur and lead isotope compositions of sulfide ore minerals indicate multi-sources for the metallogenetic materials that range from the crust to the mantle. On the basis of the above synthetic studies, genesis of the gold ore deposits in the eastern Tianshan Mountains was approached. From the Middle-Late Hercynian to Early Indosinian, geodynamic regime of the region was changing from the collisional compression to the post-collisional extension. During the period, magmas were derived from the crust and the mantle and carried metallogenetic materials. Magma intrusion in the upper crust released the magmatic fluids, and drove circulation of groundwater. Mixing of magmatic fluid with groundwater, and extraction of metallogenetic materials from the country rocks are the mechanism for the gold ore formation in the eastern Tianshan Mountains.

黔中喀斯特地区的景观变化及其生态效应

为了解喀斯特地区景观变化过程及相应的生态效应,利用遥感影像数据对黔中地区1995 —2000 年的景观格局与动态进行分析。结果显示:研究区以灌木林地、坡耕地、中覆盖度荒草地占据着景观中的优势地位。旱地、林地和荒草坡的转换关系复杂,退耕还林还草与毁林毁草开荒同时并存,植被恢复与退化并存,整体景观尚处于一种波动状态,区域土地利用生态价值并未有明显提高,而呈下降趋势。研究区景观格局特征是岩性、地貌和人为活动共同作用的结果,景观斑块的转化主要受人文因素的影响,耕地的变化主要是被建设用地占用。在1995 —2000 年的土地利用变化中,研究区的生态既有恢复,又存在继续恶化的趋势。

学习不良青少年学业情绪研究：特点、影响学业成就的机制及干预

学业情绪是指在教学或学习过程中，与学生学业相关的各种情绪体验。采用问卷、访谈、实验室实验、自然实验等多种方法，从学习不良青少年学业情绪的特点和影响因素出发，重点考察了学业情绪对学习不良青少年学业成就及选择性注意和持续性注意的影响。在此基础上，制定了学业情绪整合性干预措施，对学习不良青少年进行了学业情绪的干预。结果表明： 1、以1731名初一到高三学生为被试，通过三次取样测试，编制的《青少年学业情绪问卷》具有较好的理论构想和信、效度指标，是研究青少年学业情绪问题的一个有效工具。 2、采用问卷法，比较了学习不良青少年和一般青少年在学业情绪上的特点，被试为普通初中与高中学生1034人，其中学习不良学生506人。结果表明，学习不良青少年比一般青少年有更少的积极学业情绪、更多的消极学业情绪。学习不良青少年与一般青少年在学业情绪上的差异主要体现在初一、初二和高二、高三年级。总体上，消极学业情绪有随着学业时间的延续而增强的趋势，积极学业情绪有随着学业时间延续而降低的趋势。男生的积极学业情绪多于女生，女生的消极学业情绪多于男生。学习不良青少年的学业情绪受人际、学业、课堂、个人等多方面因素的影响，其中人际因素是最主要的因素。 3、以1209名青少年为被试，采用结构方程模型检验了学业情绪对学业成就的影响模式。结果发现，积极高唤醒学业情绪通过成就目标、学业效能、学习策略间接影响学业成就；积极低唤醒、消极低唤醒和消极高唤醒学业情绪对学业成就有直接影响。学业情绪影响学习不良青少年学业成就的模式形态与一般青少年相同。 4、学业情绪对学习不良青少年的选择性注意和持续性注意有一定影响。对70名高一学习不良青少年研究的结果表明，对积极低唤醒学业情绪下选择性注意的反应时成绩优于消极学业情绪。对69名高二学习不良青少年研究的结果表明，消极高唤醒的学业情绪能够增加持续性注意的虚报率，降低抑制能力，而积极高唤醒的学业情绪能够提高判断标准，占用更多的心理资源。 5、以358名高中学生为被试（其中学习不良学生52人），通过学业情绪的整合性教育干预发现，该干预能够有效促进学习不良青少年及全体青少年学业情绪的改善；短期内对学习不良及全体青少年的学业成就提高有积极作用。