作文摘要：该篇《关于老师的文章10篇》的作文为二年级作文，由作者“九三八二”与大家一起分享，体裁为写人作文，2000字作文，请同学们仔细阅读全文，你觉得作文中哪段或哪句写的最好呢？同时，你发现哪里有错句或错别字吗？请点击这里评论吧！
篇一：关于感恩老师的文章_2500字
《感恩老师》
如果黑板是浩淼的大海，那么老师是海上的水手，教鞭就是您们的桨，划动那只般泊在港口的船只，您们的手势生动优美，如一只振翅翱翔的雄鹰，在辽阔的天宇边划成一条漂亮的弧线，遥迢的天边飘来一片云，犹如您晶莹剔透的心，一派高远，您随便的惊鸿一瞥，执掌起满天晚霞。
一支粉笔，三尺讲台，留下的永远是您含辛茹苦的身影。滴滴汗水，点点心血，印在您脸上的始终是呕心企盼的神情。一个人一生之中最大的幸福不是过着纸醉金迷的声色艳娱的生活，不是和爱人耳鬓嘶磨，醉卧温柔之厢，而是遇到一个知识渊博，品行高尚的老师。
鲁迅遇到了藤野先生，巍巍不能忘怀蔡芸芝先生，达。芬奇更加感谢教他画熟鸡蛋技巧的弗罗基俄，我更听见一个来自遥远的声音，那时戴维的声音：“我者一生中最大的发现是法拉第。”也许三毛是不幸的，初二时，数学老师的体罚让她走上了休学的道路。但许多年后，三毛说：“一直到现在，我的数学老师都是改变我命运的人，我十分的感激他，要不是当年他的体罚，我不会走上今天的路。”说者番话时，她已经经历了世事沧桑，人海沉浮，显得冷静而达官。
老师是先活在学生们的眼睛里，而后才活在我们的心里的。要把学生们目光之中的怀疑，猜测，挑剔变成心目中的信任，尊敬和爱戴，并不是一件轻松的事情。“传道，授业，解惑”包含着多少的苦涩和艰辛啊
或许有一天，他教给我们的知识已随着时光的流逝而被淡化了，但是他的人格魅力在我们心中却是永恒。当我们在心灵一隅为您开辟出一片圣洁的园地时，我们又有了一个新的人生偶像了。
师者，如夕阳，伟大而正直，光明磊落，襟怀坦荡，它不因转瞬即逝而沮丧，更不要求人们的回报。残阳，最能说明过去的无私和风烛残年对大地的痴情，而你们是否总是徜徉在霜笼月罩的林间，驻足眺望，目光沉静而悠远。迟暮之年，仍以一样的激情培育国之栋梁，不居功自傲，不养尊处优，心中永远升起不老的太阳，您们不就是永远的夕阳吗？正如一位教师说的那样：“人就应该像蜡烛一样，从头到脚都是光明的。”我似乎看到了克拉玛依36名大火中的亡灵的心在搏腾跳跃，您们总是用真诚地热情去感化冰冻的心灵，您们也有无奈的时候，但耕耘的时钟不会因此而停摆，哪怕看不到生命绽放一丝光彩！
您们无私地站着，站成一棵蒲公英，让知识的花絮大大方方地飘散四方，阳光下的世界才因此而变得缤纷和灿烂；您正直地站着，站成一棵雪松树，让挺拔地身躯不偏不倚的接吻蓝天，风雪中的生命才因此而便得青翠而蓬勃；您高贵地站着，站成一棵风景树，让灵魂的枝叶哗啦啦的拍响节奏，成长中的幼苗才会因此而找准韵律和参照。
您是路灯，是航标，是杉树，为给人们以光亮，方向，更为得是给倒伏的人以灵魂的支撑……
《献给敬爱的老师》
教师节来临之际，送给亲爱的老师五个字：教师节快乐！假如我是诗人，我将以满腔的热情写下万千诗篇，赞美我亲爱的老师。沐浴着智慧的阳光，在您知识的土壤里，茁壮成长。老师，您还记得我吗？那个顽皮而不懂事的孩子。您的教诲，是明朗朗的阳光，照在我的心田里，让我青春之花开放。老师，您启迪我真正领会了大自然的恩惠，教诲如春风，师恩似海深。您像云杉一般俊秀，像蓝天一样深沉，还有一颗和我们通融的心。学而不厌，诲人不倦，桃李芬芳，其乐亦融融。祝福您，节日愉快！
在今天这属于您的日子里，恭祝您平安如愿！我不是您最出色的学生，而您却是我最崇敬的老师。在您的节日，您的学生愿您永远年轻！恩师掬取天池水，洒向人间育新苗。敬爱的老师，您给了我灿灿如金的生活真谛，经过岁月的磨洗，弥久而愈明！刻在木板上的名字未必不朽，刻在石头上的名字亦未必永垂千古。而刻在我们心灵深处的您的名字，将真正永存！一切过去了的都会变成亲切的怀念，一切逝去了的方知其可贵——我怀念这您带我们走过的分分秒秒。今天，在遥远的他乡，您的学生把您给予的昨天，折叠成记忆的小船，任其飘荡在思念的心湖。你的谆谆教导，是爱的清泉，将在我心灵的河床里，永远流淌。阳光普照，园丁心坎春意浓；甘雨滋润，桃李枝头蓓蕾红。——祝您节日愉快！
在不久的将来，无论我成为挺拔的白杨，还是低矮的小草，老师，我都将以生命的翠绿向您致敬！愿欢快的歌声，时刻萦绕着您；愿欢乐年华，永远伴随您。祝您节日愉快！老师，我们诚挚的祝福，就像老树上的翠绿，浓浓密密，与岁月俱增！所有的思念，更融合着不尽的感激与敬仰，愿您的节日里洋溢着璀璨。当我们采摘丰收果实的时候，您留给自己的却是被粉笔灰染白的两鬓白发。向您致敬，敬爱的老师！多想再一次注视您的目光，多想再一次倾听您的讲课，多想再一次紧握您的双手，衷心道声谢谢！用我所有的真诚。一份诚挚的祝福，代表一颗颗充满感激的心。愿您的喜悦，您的愿望，在您打开这小小卡片时能够同时满足！愿我的祝福像朵小花，永远盛开在这温馨的收获季节，替您时时刻刻点缀出欢乐洋溢。
一个个日子升起又降落，一届届学生走来又走过，不变的是您深沉的爱和灿烂的笑容。敬爱的老师，并不是只在今天才想起您，而是今天特别想念您！一支粉笔写就您人生的轨迹；两鬓染霜谱成您人生绚丽的乐章；三尺讲台留下您人生的灿烂和辉煌！老师，您的每根白发里都有一个顽皮孩子的故事。愿我们的祝福能让您的笑容多一丝欣慰。
当我已经能自由翱翔，老师，您可知道，您是我双翼下振翅的风。您的教诲催我风雨兼程，我的祝福伴您昼夜心耕。一路上有您的教导，我才没有迷失方向；一路上有您的关注，我才能顺利实现理想！岁月流逝，我们都已长大可您的两鬓却已斑白。我们只能对您说：投之以桃，报之以李。老师，教师节快乐！
一支粉笔两袖清风，三尺讲台四季晴雨，滴滴汗水诚滋桃李芳天下！面对讲台，背靠黑板，在时光长河里，老师是您把一个个45分钟，用辛劳汗水和智慧编织成无数耀眼的光环。老师您是伟大的，像一支蜡烛照亮别人燃烧自己。祝您教师节快乐，保重身体！当我们采摘丰收果实的时候，您留给自己的是粉笔灰染白的两鬓白发。向您致敬，敬爱的老师！您的学识让我们钦佩，您的为人让我们折服，您的节日让我们共同庆祝！老师，节日快乐！不计辛勤一砚寒，桃熟流丹，李熟技残，种花容易树人难。幽谷飞香不一般，诗满人间，画满人间，英才济济笑开颜。我虔诚得不敢寻觅词汇，因为老师这两个字本身就是世界上最崇高的敬词。
篇二：我最喜欢的一位老师作文,关于老师的文章_300字
本文关键字：
新学期伊始，我们又多了一门主课——那就是英语课。我们的英语老师姓刘，平时我们叫她刘老师。她可是我最喜欢的老师哦！
刘老师留着短短的、酷酷的卷发，小小的，笑眯眯的眼睛上，架着一副宽大的眼镜。她的脸上总是带着笑容。
刘老师的英语课可有趣儿啦！一上课，她总要拍五下手，然后说：“ABCDEFG，我们都学ABC！”哈哈，同学们一下子都活跃起来了。
刘老师教单词既生动又有趣。比如教常用的动物单词时，她就会模仿它们的特征，像小鸟的翅膀啦，小猫的胡子啦，大象的长鼻子啦„„，她学得像极了！
她从不发火，总教我们唱歌，同学们上她的课时，都非常快乐。
这就是刘老师，我最喜欢的老师！
篇三：一篇法国老师给的关于单倍体的文章_24800字
Theor Appl Genet (2002) 104:703–708J. Eder · S. Chalyk
In vivo haploid induction in maize
Received: 14 May 2001 / Accepted: 3 August 2001
AbstractTwo haploid-inducing lines, MHI and M741H,were used for the production of maternal haploids.Haploids were obtained from all maternal genotypes in-volved in the experiment, including dent, flint andflint×dent maize. The maternal genotype had a signifi-cant influence on the frequency of haploids obtained.The frequency ranged from 2.7% to 8.0%. For chromo-some-doubling seedlings were treated with colchicinesolution, and 49.4% of the haploid plants produced fer-tile pollen, 39.0% could be selfed and 27.3% producedseeds after selfing. Synthetic populations, improved byhaploid sib recurrent selection, were tested in a field tri-al. The results show that the utilization of maternal hap-loid plants has great potential for maize breeding andmaize genetics.
KeywordsIn vivo haploids · Haploid-inducing lines ·Chromosome doubling · Haploid sib recurrent selection
Introduction
The development of homozygous lines is an importantpart of maize breeding. Traditionally, homozygous linesare obtained by 5–6 selfings of heterozygous material, atime-consuming and expensive process.
Here, maternal haploids based on the availability ofspecial genotypes related to the line Stock 6 (Coe 1959)are usedin obtaining doubled-haploid lines (DH lines).For identifying haploids, a system of dominant anthocya-nin marker genes is used, described and widely appliedby Nanda and Chase (1966) and Chase (1969). In this
Communicated by G. Wenzel
J. Eder (Bavarian State Institute for Agronomy, Vöttinger Strasse 38,✉)
85316 Freising, Germany
e-mail: joachim.eder@lbp.bayern.de
Tel.: +49 8-161 7-13633, Fax: +49 8-161 7-14305S. Chalyk (S. Cealic)
Institute of Genetics, Padurii 20, Chisinau 2002, Moldova
©Springer-Verlag 2002
system, the R1-nj gene is used to distinguish haploid anddiploid plants. The expression of this gene provides ananthocyan pigmentation of the embryo and the endo-sperm. Kernels with a pigmented endosperm and a non-pigmented embryo were selected as haploids. The proce-dure for the production of maternal haploids allows ob-taining haploids from different genotypes on a largescale (Tyrnov and Zavalishina 1984; Zabirova et al.1996; Deimling et al. 1997; Chalyk 1999).
Since DH lines are of interest, several methods ofchromosome doubling in haploid maize plants have beendeveloped (Zabirova et al. 1996; Deimling et al. 1997).Doubled-haploid lines have been used for recurrentselection in winter barley (Foroughi-Wehr and Wenzel1993). Several schemes were developed and tested. Re-current selection altering with haploid steps was very ef-fective for combining agronomic traits. Hence, it wassuggested to use haploid plants also for recurrent selec-tion in maize (Chalyk and Rotarenco 1999).
The mechanism of haploid-inducing capacity inmaize has not been understood untill now. It was as-sumed that in lines inducing haploids two sperms are de-veloped with a different speed (Bylich and Chalyk1996). As a result one of the sperms develops to a stateready for fertilization, but the other one does not. Theexistence of only a single normal sperm in a pollen grainwould be the reason for a broken doubled fertilizationand the development of kernels with a haploid embryo(Enaleeva et al. 1996), but Mahendru and Sarkar (2000)could not find any difference between the two sperms ina line inducing haploids.
Since utilization of the technology for inducing maizehaploids in vivo is very promising, our intention was tocheck it’s efficiency in obtaining haploids from geno-types that are widely used in maize breeding in CentralEurope.
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Materials and methods
Haploid-inducing lines
Two haploid-inducing lines were tested, MHI (Moldovian HaploidInducer), created at the Institute of Genetics, Moldova (Chalyk1999), and M741H, provided by the Maize Genetics Cooperation-Stock Center, USDA/ARS. To compare the effectiveness of thetwo inducers five maternal genotypes were pollinated with pollenof MHI and M741H.
thocyanin marker gene, The isolation of haploids was performed by means of the an-tion of haploid plants was done visually in the field and green-R1-nj (Chase 1969). The final identifica-house, and by counting chromosome numbers.
greenhouse, to evaluate the environmental effect on the frequencyLine MHI was grown under two different conditions, field andof haploids obtained. In the greenhouse temperatures, light andwater supply were managed optimally for maize growth. In thefield, the temperatures during tasseling, flowering and seed forma-tion, were much lower than optimum. Twelve maternal genotypeswere pollinated with pollen of the MHI line that grew in the twodifferent environments.Maternal genotypes
The effect of the maternal genotype on the frequency of haploidinduction was evaluated. Twenty different genotypes were includ-ed in the experiment, listed in Table 1. These were synthetic popu-lations, single crosses and three-way crosses including five flintgenotypes, 11 dent genotypes and four flintwere pollinated with pollen of the MHI line. During the isolation×dent hybrids. Theyof haploids, dosperm of each ear was evaluated.R1-njgene expression on the kernels’ embryo and en-Chromosome doubling
Two methods were used for chromosome doubling in haploidplants. One has been developed by Deimling et al. (1997), methodI, and the other by Zabirova et al. (1996), method II. According tomethod I, haploid seedlings were treated in the stage when theircoleoptile was at least 1 cm long. The seeds were germinated at26°C during 4 days. Then a small tip of the coleoptile was cut andthe seedlings were placed into 0.06% colchicine solution with0.5% dimethyl sulfoxide (DMSO) for 12 h. The treatment was car-ried out at room temperature. Thereafter the seedlings werewashed in tap water for 20 min and then planted in the field.
the 3–4 leaf stage. Then an injection of a 0.125% colchicine solu-According to method II, haploid seedlings were grown untilltion with 0.5% DMSO was made into a point 3-5 mm above theapex. After the treatment, the haploids were planted both in thefield and the greenhouse.
for the evaluation of different methods of colchicine treatment.Haploids obtained from the hybrid MK01y×A619 were usedThe effect of the treatment was considered to be successful if atleast several anthers with fertile pollen appeared on the tassel of ahaploid plant. The fertility of pollen was evaluated visually as sug-gested by Deimling et al. (1997).Haploid sib recurrent selection
The procedure of haploid sib recurrent selection (HSRS) was pre-viously described by Chalyk and Rotarenco (1999). Each cycle ofselection consists of two steps. The first step is to obtain maternalhaploids from a synthetic population. The second step is growinghaploid plants, the selection of haploid plants with desired traitsand pollination with a mixture of pollen collected from diploidplants of the same synthetic population at the same cycle of selec-tion. Seeds harvested from haploids are used for carrying out thenext cycle of recurrent selection. For the evaluation of its efficien-
cy two synthetic populations, SP and SA, and the results of differ-ent cycles of HSRS were tested in the field. Untill the year 2000two cycles of selection were completed in synthetic SP and threecycles in synthetic SA. In the field trial a randomized block designwith four replications of two rows was used, plot size was 10 m2plant density 6 per m2,flowering, when plants stopped their growth. Ears were harvested. Plant characteristics were measured afterby hand from each plant separately. After drying they were mea-sured, shelled and the productivity of each plant was evaluated.The maturity of seeds was calculated as the difference of theweight before and after drying.Statistical analyses
Standard algorithms were applied for statistical analyses. Evalua-tion of the efficiency of the haploid sib recurrent selection wasdone on the basis of algorithms provided by Hallauer and Miranda(1988).
Results
Frequency of haploids obtained
The frequency of haploids induced was compared forthe two paternal lines, MHI and M741H. Five differentmaternal genotypes produced on average 4.4% kernelswith haploid embryos after pollination with pollen ofthe MHI line. The use of the M741H line resulted in theproduction of 2.2% of kernels with a haploid embryo(Table 1).
The second factor investigated was the growth condi-tion of haploid-inducing lines. The MHI line was plantedin two different environments, in the greenhouse and inthe field. The two different conditions tested had no ef-fect on the frequency of haploids. When the MHI linewas planted in the field, it induced 5.4% of haploids outof a total of 14,471 seeds, and when it was planted in thegreenhouse, the frequency of haploids was 5.1% out of8,331 seeds.
The third factor tested was the maternal genotype. Ithad a significant effect on the frequency of haploids ob-tained (Table 1). Synthetic populations, single crossesand three-way crosses were used as maternal material.The frequency of haploids induced in different maternalgenotypes ranged from 2.7% in Hybrid 5 to 8.0% inLBP1446 x LBP 8006. The average rates of haploidsproduced from dent and flint×dent genotypes were aboutthe same (5.3% and 4.8%, respectively). For the exampleof Pop 33/00 the possibility to obtain haploids from flintmaize in a sufficient rate (5.7%) is demonstrated.R1-njgene expression and embryo-missing seedsIn Table 2 the average score of expression of the antho-cyanin marker gene, R1-nj, evaluated during the isola-tion of haploids in embryo and endosperm is presentedfor the dent, flint and flint×dent genotypes. Regarding allthe ears of the three groups, the anthocyan pigmentationwas between scores 3 and 4 on a scale from 5 for perfectpigmentation to 1 for no pigmentation. The pigmentation
705
Table 1Frequency of haploidsinduced by two lines, MHI andM741H, and the effect of thematernal genotype on the pro-duction of haploids
Genotype
Origin
SeedsTotal
Effect of haploid-inducing lineaMHIM741H
Effect of maternal genotypebPop 33/00
LBP9047×Pop 31/99
(UPJ 125×W 9040)×LBP369Pop 30/99
Flint total/averageLBP 1446×LBP 8006Pop 32/99 LBPPop. 9049 LBP
LBP8001×LBP8003Synthetic 2000-2 LBPSynthetic 2000-3 LBPLBP8999×LBP9039LBP1446×LBP9039Hybrid 2Hybrid 5Hybrid 6
Dent total/averageHybrid 1Hybrid 3Hybrid 4
Pop 29/98×LBP 8014LBP 9040×LPB 8014Flint×dent total/averageOver all maternal genotypes
MoldovaUSAEurop. Flint Europ. FlintEurop. FlintEurop. FlintDentDentDentDentDentDentDentDentDentDentDentFlint x dentFlint x dentFlint x dentFlint x dentFlint x dent
4,2511,7128591,8532,8351,4577,0045572,1501,8322,0492,8541,7411,9092,7042,2442,6061,52722,1733,0921,7341,6861,6491,4669,62738,804
Haploid, %4.4±0.32.2±0.45.7±0.83.0±0.43.5±0.34.2±0.53.6±0.28.0±1.26.2±0.54.0±0.55.8±0.56.8±0.55.6±0.62.9±0.47.6±0.56.1±0.52.7±0.33.0±0.45.3±0.23.5±0.55.7±0.67.1±0.73.7±0.53.5±0.34.4±0.24.8±0.1
Embryo-less, %2.0±0.20.6±0.20.9±0.31.0±0.22.7±0.31.6±0.31.8±0.25.6±1.02.2±0.33.0±0.41.3±0.22.2±0.32.1±0.31.9±0.33.3±0.32.3±0.32.8±0.31.1±0.32.4±0.12.0±0.23.0±0.42.5±0.42.3±0.42.9±0.42.4±0.22.3±0.1
Five maternal genotypes wereincluded in the experimentbThe MHI line was applied forthe induction of haploids
a
Table 2R1-njgene expression in flint, dent and flint×dent seedsGenotypes
Number of ears8915671
Average rating of pigmentationaEndosperm3.53.73.6
Embryo4.33.83.6
Obtaining doubled-haploid lines
One of the main advantages of using haploid plants inmaize breeding is the acceleration of the production ofnew homozygous lines. They can be obtained after chro-mosome doubling and the selfing of haploids. Chromo-some doubling is usually done by colchicine treatment.In Table 3 the effectiveness of the two methods applyingcolchicine is given.
Method I was only tested in the field. In spite of unfa-vorable conditions in the season 2000,it produced goodresults; 49.4% of the haploids had fertile pollen, 39.0%were selfed and 27.3% out of all haploids producedseeds after selfing. Thus utilization of method I allowedthe production of DH-lines from about each third haploidplant.
Method II was tested in two environments: in thegreenhouse and in the field. In the greenhouse, it resultedin 42.4% of the haploids having pollen and 30.5% of allhaploid plants could be selfed. The rest of the fertilehaploids, 11.9%, showed a delayed shedding of silks andselfing was impossible. In the field, 16.1% haploids weremale-fertile. We selfed 11.3% of all haploids and after-wards 8.1% of all haploids produced seeds. This wasabout three-times less compared to the results obtainedin the greenhouse. We suppose that the reduction of theeffectiveness of chromosome doubling in the field is the
Europ. flintDent
Flint×dent
a
The following score was used:5 – excellent pigmentation4 – good pigmentation3 – poor pigmentation2 – bad pigmentation1 – no pigmentation
of the embryos in the flint genotypes was even betterthan in the dent and flint×dent genotypes. The averagescore of pigmentation in flint maize was 4.3, in dent itwas 3.7.
After pollination with haploid-inducing lines, someseeds of the maternal genotypes developed without anembryo (Table 1). Considering all maternal genotypesexamined, the rate was 2.3%.
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Table 3Chromosome doubling in haploid plants under field and greenhouse conditionsParameter
FieldControlNumber
Haploids plantedHaploids aliveHaploids fertileHaploids selfed
Haploids produced seeds
a
Greenhouse
Method I
%10093.62.30.80
Number10677a383021
%10072.649.439.027.3
Method IINumber140124201410
%10088.616.111.38.1
Method IINumber6559251818
%10090.842.430.530.5
140131310
The high rate of haploids that died was the result of a fungal attack
Table 4Observed mean ear traits for each of the cycles of selection and response to selection in SP and SA synthetic populationsSynthetic Traitspopulation
Cycle of selectionC0134.715.84.5515.729.383.7256.143.5244.394.875.2106.415.74.1013.828.982.4267.139.1223.369.571.9
C1144.516.3*4.5315.729.782.6259.944.8260.5***104.3***76.7*129.6***16.4**4.23**14.5**31.3***83.0251.0**40.7236.5***83.8***73.9**
C2148.7*16.9***4.78***17.1***31.2**83.9254.145.4*266.3***102.1***78.9***122.8**16.5***4.18*14.6**31.8***82.7251.4**40.9244.4***84.4***74.4**
C3–––––––––––
118.5*16.4**4.23**14.9***29.682.0258.443.0***257.3***87.5***76.2***
Coefficient of regressionab0135.615.784.5315.4729.1283.3257.743.62246.0596.7475.08114.915.924.1313.9430.0182.75260.8339.14223.9073.1572.04
b1
7.00±1.620.55±0.02b0.10±0.110.70±0.400.95±0.320.10±0.69–1.00±2.770.95±0.2010.99±2.983.64±3.401.84±0.212.95±4.920.22±0.130.03±0.020.34±0.080.26±0.73–0.15±0.21–2.57±3.721.19±0.25b10.99±0.72b5.44±2.121.36±0.19b
Gain, %Per Peryearcycle2.61.61.22.21.60.05–0.21.12.251.921.221.90.70.51.30.4–0.05–0.51.62.544.301.01
5.23.32.54.53.20.1–0.42.24.503.842.443.81.41.02.70.9–0.1–1.13.35.078.592.02
SP
SA
Yield, g/plantEar length, cmEar diameter, cmKernel rows, no.Kernels per row, no.Seed set, %
Weight of 1,000 kernels, gSeed humidity, %Plant height, cmEar height, cmLeaf length, cmYield, g/plantEar length, cmEar diameter, cmKernel rows, no.Kernels per row, no.Seed set, %
Weight of 1,000 kernels, gSeed humidity, %Plant height, cmEar height, cmLeaf length, cm
b0– is an estimate of the C0 mean; b1is an estimate of the average rate of response per cycle; *, **, ***, significant difference from C0at the 0.05, 0.01 and 0.001 probability levels, respectivelybSignificant response at the 0.05 probability level
a
result of unusual low temperatures in the season 2000 re-garding the requirements of maize. Control haploidplants were mostly male sterile. Just three plants out of140 investigated in the field produced fertile pollen. Itwas possible to self one of them but it did not produceseeds.
Efficiency of selection in haploid plants
Generally, haploid and doubled-haploid plants can beused for the detection and selection of genotypes thatcontain favorable genes (Foroughi-Wehr and Wenzel1993). Therefore, a study about the utilization of haploidplants in recurrent selection for the improvement of twosynthetic populations, SP and SA, has been launched byChalyk and Rotarenco (1999). The trait selected at thehaploid level was ear size.
Testing of synthetic populations in a field trialshowed that the selection of favorable genotypes at thelevel of haploid plants was effective (Table 4). The grainyield in the synthetic SP was increased from 134.7g/plant in the initial synthetic to 148.7 g/plant in the syn-thetic of the second cycle of selection. This means thatafter just two cycles of selection the average productivityof a plant was increased by 14.0 g. This is a gain of 5.2%per cycle of selection or of 2.6% per year. Simultaneous-ly, traits like ear length, ear diameter, the number of rowsper ear and the number of kernels per row were im-proved. The selection of big ears at the level of haploidplants resulted in an increase of ear size of diploid plantsand their grain productivity. It is important to note that
by the selection of ears the grain moisture was also in-creased. In the initial synthetic, the grain moisture con-tent was 43.5%, and in the synthetic of the second cycleof selection, it was 45.4%. It is possible that, by increas-ing the grain productivity plants of later maturity wereselected.
HSRS in synthetic population SA increased the grainproductivity as well. This improvement was not the samein different cycles of selection. In the synthetic of the firstcycle of selection, the grain productivity was improvedgreatly compared to the initial synthetic. The grain yieldof the initial synthetic was 106.4 g/plant. After the firstcycle of selection, the yield was 129.6 g/plant,a gain inproductivity of 23.2 g per plant after just one cycle of se-lection. After the following cycles of selection, C2 andC3, there was no further increase; the grain yield de-creased somewhat but not significantly to 122.8 g/plantand 118.5 g/plant respectively.
The moisture of seeds was raised in the synthetic SAfollowing the increase of the grain yield. In the initialsynthetic SA, the moisture of seeds at harvesting was39.1%, and after the first, second and third cycles of se-lection was 40.7%, 40.9% and 43.0%.
Furthermore, the selection of ear size in haploidplants resulted in an increased size of diploid plants (Ta-ble 5). In the synthetic SP, the plant height increasedfrom 244.3 cm in the initial synthetic to 266.3 cm in thesecond cycle of selection. Ear height and leaf lengthwere increased as well. The same changes were found inplants of the synthetic SA. After three cycles of selec-tion, the plant height was increased from 223.3 cm for theinitial synthetic to 257.3 cm in the population of the sec-ond cycle of selection. Ear height increased from 71.9 cmto 76.2 cm. The coefficient of regression in the syntheticSA was significant for plant height and leaf length.
Discussion
The line MHI had a haploid-inducing capacity rate twiceas high as line M741H. We suppose this difference is ge-netically determined and further breeding can be carriedout to develop new lines with increased haploid-inducingcapacity. Presently both inducers, MHI and M741H, of-fer the possibility to obtain maternal haploids on a largescale from different genotypes.
Difficulties to isolate haploids from flint genotypesare related to dominant genes existing in maize, C1-I,C2-Idf andIn1-D, which inhibit anthocyanin synthesis ofthe marker for the selection of haploids (Coe 1994).When there is at least one of the genes present in a ma-ternal genotype, the isolation of haploids is very difficultdue to a lack of pigmentation of endosperm and embryo.Genes, that inhibit anthocyanin synthesis, are rather rarein dent maize. Therefore, anthocyanin marker genes indent maize mostly are wellexpressed (Röber 1999). Pre-viously, we supposed that the inhibitor genes of anthocy-anin production exist in flint maize at a much higher ratethan in dent maize. Therefore it was assumed that there
707
would be a problem to select haploids from flint maize.The same was expected for flint×dent hybrids. Haploidswere obtained from all maternal genotypes included inthe experiment. The expression of the R1-njgene in em-bryos of flint maize was even better than in dent andflint×dent genotypes. This is very important, since flintlines have a significant value for maize breeding in Cen-tral Europe. For commercial purposes it is necessary todevelop homozygous lines from both dent and flintmaize.
To a certain extent seeds produced by pollination withpollen of a haploid-inducing line did not produce anyembryos. We suppose that embryo-less seeds are the re-sult of a failure in egg cell development without fertiliza-tion. Furthermore, embryo-less seeds can be the result ofthe existence of lethal mutant genes in the maternal gen-otype, from which haploids were obtained. In this case,embryo-less seeds can reflect the frequency of lethal mu-tant genes existing in the maternal genotype.
After producing haploids, the next step is chromo-some doubling in order to produce new homozygouslines. For this purpose two methods were tested. Bothmethods were effective and allowed us to obtain newdoubled-haploid lines. Nevertheless, the method devel-oped by Deimling et al (1997) was more convenient foruse on a large scale due to lower labor requirements.Moreover, using this technique, very encouraging resultswere produced even under the unfavorable climatic con-ditions of the year 2000 in Freising and therefore it canbe expected to gain even better results when weatherconditions are optimal.
Haploid plants are a perfect tool for the rapid produc-tion of homozygous lines, and at the same time they canbe used for an efficient improvement of quantitativetraits important for breeding. Our tests showed that theselection of haploid plants, obtained from two syntheticpopulations, SP and SA, caused an increase of the grainyield and influenced some other traits of diploid plants.We suppose that this is the result of the following twofactors. Firstly, the selection of large ears in haploidplants possibly increased the frequency of genes thathave a significant contribution to plant vigor and plantviability. Secondly, haploid plants that have unfavorableharmful genes, either die or are weak and sterile and donot form seeds. Thus, the frequency of harmful genes isreduced by means of natural selection. Haploid plantscan therefore be considered as a natural filter that dis-cards harmful genes from a population, or any otherbreeding material, from which haploids were obtained.We suppose that clearing our synthetic populations fromharmful genes leads to a positive effect on some plantand ear traits. Even some traits were improved whichwere not selected during HSRS.
Thus, we conclude that all the elements of the in vivohaploid inducing technology tested were effective. Theutilization of maternal haploid plants has great potentialfor maize breeding and maize genetics.
708
References
Bylich VG, Chalyk CT (1996) Existence of pollen grains with a
pair of morphologically different sperm nuclei in the ZMSChalyk ST (1999) Creating new haploid-inducing lines of maize.
line. Maize Genet Coop Newslett 70:33
Chalyk ST (Cealic ST), Rotarenco VMaize Genet Coop Newslett 73:53–54
loid plants in recurrent selection in maize. Maize Genet CoopA (1999) Using maternal hap-Chase SS (1969) Monoploids and monoploid derivatives of maize
Newslett 73:56–57
Coe EH (1959) A line of maize with high haploid frequency. Am
(Zea maysL.). Bot Rev 135:117–167
Coe EH (1994) Anthocyanin genetics. In: Freeling M, Walbot V (eds)
Nat 93:381–382
Deimling S, Röber F, Geiger HH (1997) Methodik und Genetik
The maize handbook. Springer-Verlag, New York, pp 279–281der in-vivo-Haploideninduktion bei Mais. Vortr Pflanzenzüch-Enaleeva NKh, Tyrnov VS, Selivanova LP, Zavalishina AN (1996)
tung 38:203–204
Single fertilization and the problem of haploidy induction inmaize. Doklady Biol Sci 353:225–226
Forughi-Wehr B, Wenzel G (1993) Andro- and partheno-genesis.
In: Hayward MD, Bosemark NO, Romagosa I (eds) Plantbreeding: principles and prospects. Published by Chapman andHallauer AR, Miranda JB (1988) Quantitative genetics in maize
Hall, London, pp 261–277
Mahendru A, Sarkar KR (2000) Cytological analysis of the pollen
breeding, 2nd edn. Iowa State University Press, Ames, Iowaof haploidy inducer lines in maize. Indian J Genet Plant BreedNanda DK, Chase SS (1966) An embryo marker for detecting
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Röber F (1999) Fortpflanzungsbiologische und genetische Un-monoploids of maize (Zea maysL.). Crop Sci 6:213–215
tersuchungen mit RFLP-Markern zur in-vivo-Haploide-Tyrnov VS, Zavalishina AN (1984) Inducing high frequency of
ninduktion bei Mais. Phd Thesis, Universität Hohenheim
matroclinal haploids in maize (in Russian). Dokl Akad NaukZabirova ER, Chumak MVSSSR 276:735–738
Technology of the mass accelerated production of homozy-, Shatskaia OA, Scherbak VS (1996)
gous lines (in Russian). Kukuruza i sorgo N 4:17–19
篇四：关于老师的作文：“213”老师_600字
妈妈为了提高我的数学解题能力，给我报了奥数培训班。
上课第一天，只见一位皮肤黝黑、个子高大的男老师踏着稳健的方步走进教室，在讲台站定后，他先环顾教室一周，然后清了清嗓子：
“同学们好！我先做个自我介绍”，说完，老师在黑板上写下一个算式“179+34=”。
自我介绍怎么蹦出一道加法题呢？难道这就是奥数吗？未免太简单了吧。我们正在纳闷。
他接着说：“算式的答案就是我的姓。”
同学们脱口而出“213——”
呵，这位老师可真奇怪，连姓都可以用算式来求。可是“213”这个姓可是闻所未闻啊！同学门有的摸脑袋，有的屏息凝神，百思不得其解。老师微微一笑，很快接着说：
“没错，我姓邓，‘213’就是‘邓’”
我们这才恍然大悟，草书的‘213”不就是一个草书的‘邓’字吗？真有趣，同学们被这别开生面的开场白逗笑了。
“以后大家可以叫我‘邓老师’，也可以叫我‘213老师’，可不要跟别人说我们班的老师叫250（二百五）哩！”
我们都被“213老师”幽默的语言逗得前仰后合。我们在这45分钟的一节课里，已经被邓老师逗笑了好几次，差点笑破肚皮。
当然，光有搞笑才能是远远不够的。只有一节课的时间，我们就发现，邓老师的思维非常敏捷，解题思路特别灵活，算式、画图都一目了然，看上去很难的题目，在他的讲解下变得那么简单易懂。原来学奥数并不是原来想像中的那么困难，我甚至发现我很喜欢奥数了。
他的幽默和风趣，使我们感受到了学数学的开心与快乐；他的智慧和机敏，使我们领略到了数学的神奇与奥妙。
我想对邓老师说：“谢谢您！213老师！”
篇五：关于老师的作文：老师_600字
想起小时候看到这样一篇文章说猫头鹰这种动物，是会吃母亲肉的。母亲养育了它们，抚养它们长大，倾其一生，连同自己最后的一身血肉。这就像老师一般。
老师太辛苦了，她不仅是一个老师还要充当一个保姆。班级卫生不干净，老师就自己一个人辛辛苦苦的扫着地，擦着窗。还要管着学生的个人卫生。
她不仅是一个老师还要充当一名警察。每当同学打架和骂人时，老师就要去调查这所“案件”，到底是谁先挑起的，还要想尽各种各样的办法使他们和解。不使他们两个以后成为仇人。
她不仅是一个老师还是一名护士，每当同学生病时，她便要细心地照顾他，如果同学生病太严重，而家长又暂时联系不上，老师就要想办法调课然后送他去医院看病，直到他爸妈的到来才回学校继续上课。
她不仅是一个老师还是一名能唱能跳的演员，面对上课不听话的学生，老师只能忍住自己的脾气，不能在所有的学生面前发火，还要面带笑容的对不听话的学生说认真听。即使一直在课堂上捣乱，老师还是必须冷静下来去教育他，教育一次不行还要第二次，实在不行还有第四次，第五次……
老师就是这样，无论如何心里都是想着学生的学习，只希望通过自己的努力让学生懂得自己未来的路如果现在没走好未来还想回头就晚了。而我们却一点都不明白老师的心意，照样我行我素，从来都没有想过老师该多么伤心。我们就是一头猫头鹰，吞噬老师的血泪成长，有时还要伤透老师的心。
老师对不起，是我们不懂事，我们会努力改正，让你为我们而自豪。
上海市金卫中学初二:朱叶春
篇六：关于老师的作文：老师_700字
周老师，您在新的工作岗位，还好吗？
一眨眼，您调离我们学校，离开您的班级，已经一学期了。我很想念你，我们班的同学们也都很想念你，不知道你在新的单位可好？
周老师原来是我们八年级二班的班主任。记得去年九月，八年级开学报到，我从外校转入现在的这所学校。我不知道是什么原因，当时您并不乐意接受我。那时，我的心像刀割一样难受，但这正也激发我心中的斗志，我要证明给您，我要让您喜欢我这个学生！也许在那个时候，我在心里对您有一点小小的埋怨。
在期中考试以前的时间里，我每天都在刻苦的学习，为的就是向您证明。当然，我也感受工作认真、教学严谨、对学生要求严格的教育教风格。包括我在内的所有学生，都在您的言传身教中，进步很大。不知不觉中，我发现特别喜欢您上的数学课，您也成为我喜欢的老师。
可是，也许是我太想表现给您看，也许是自己过于紧张的缘故，也许是有些大意吧。在学校组织的第一次月考中，并没有考的很好。当成绩我公布时，我感到沮丧之极。这时，老师您出现在我的身旁，安慰我说：“不要灰心，继续努力。你的勤奋，老师和同学们都看在眼里的，老师相信你下一次可以做的更好！……”
老天不负有心人，终于在期中考试的时候，我以优异的成绩取得全年级第一名。那一刻，我也看见了，老师您也开心的在笑。当然，这也是我第一次看见您在笑。那时，我心里却情不自禁在想：“老师，谢谢您！我的成功里，有您辛勤的汗水！”
可是，在期中考试后的第二周，您就被调走了，再也没有回来过。现在每当想到老师您，我的心情便十分郁闷，不知道您在那边工作顺利吗？
我们班的同学们都很想你啊！我们都很想您上课时的风格，那抑扬顿挫的声音，那一丝不苟的教学态度，那诲人不倦的教导，一切的一切，我们至今历历在目，终身难忘。
周老师啊！我们想您！
初一:邢汉威
篇七：关于老师的作文：老师_500字
9月10日是教师节，金秋十月我们又迎来了第20个教师节。
教师是一种光荣而崇高的职业，古往今来人们对教师职业都给予了很高评价。我们把教师形容为辛勤的园丁，我们是祖国的花朵，花朵在园丁的培育下，茁壮成长，将来成为对祖国有用的人。
老师，当我们已进入梦乡时，您还在批改我们的作业。当您批改完我们的作业时，又已经快天亮了。您每天只睡多少小时啊，您为我们付出的太多太多了！
老师这个职业是令人敬佩的，是崇高的。老师有“春蚕到死丝方尽，蜡炬成灰泪始干”的高尚品格。老师总是以“没有最好，只有更好的标准来教育学生。老师是我们的长者，他们不仅教育我们科学文化，还教育我们生活的哲理。不同的老师有不同的性格，对自己的影响也不同。有严师，严厉中却不失慈祥有爱师，慈爱中却照样严格要求我们。
家庭是我们的第一所学校，而父母则是我们的第一任老师学校则是我们第二个受教育的地方，老师则是传授知识的“父母”啊！
老师，是您从一个不懂事的我们，把我们教育成有知识的少年。是您从一个什么都不会的孩子，开始从“a、b、b……”教到“A、B、C……”的是从“1、2、
3……”教到“一、二、三……”的是从算术教到代数的。现在我们的知识要比过去多的多了，这都是您的功劳啊！
老师，她那可敬可亲的高大形象，将永远留在我的幸福的记忆中。老师，我们永远忘不了您对我们的教导，对我们的爱！
谢谢您，老师！
篇八：老师'老师[关于教师节文章]_700字
老师·老师
“老师·老师”这个时候我觉得应该这么说:要意味深长或深沉的念出来！
金色九月，在这个“秋高气爽”丰收的的季节里，第31个教师节也将悄悄的来临。在此我向全体“辛勤耕耘、默默奉献”的老师衷心的祝愿：“老师身体健康生活愉快！”一句句深情的祝福都蕴含着无数“吉祥”。
在这节日中，洋溢着“感谢师恩的飘香”我敬爱的老师你为了我们真的付出的太多太多，每一个日日夜夜你都比别人晚睡！当我们有什么心事或在我们遭遇挫折，伤心、难过，想要放弃的时候,您摇身一变变成了“我们的知心朋友”为我们剔除“阴霾”带来“欢乐”。多少回您像亲人一样嘘寒问暖关心着我们的生活！感谢你让我们懂得了“生活可以像纸一样轻薄，也可以像海一样辽阔”。
有人把老师比作“天上那颗最亮的星”，因为你可以照亮在“迷雾中失去方向的我们”帮我们驱散阴霾，引导我们走向成功！还有人是这样比喻老师的：“老师是人类的‘工程师’”没有你的辛勤耕耘，中国的进步将是非常的缓慢！不管老师是“人类工程师、星、蜡烛也好„„”
但在我的心中“人类的工程师”最为贴切，因为你们自己柔弱的肩膀，扛起了“民族腾飞的希望”其中蕴含了社会进步的能
量：信仰、理念、科技,但在我看来尤为重要的是“知识”,从三尺可堂到知识殿堂，你为此背后付出的太多太多了。老师我敬爱的老师你们把自己的青春奉献给了教育事业。
是你，是你，教会了我们如何学习 、生活、自己的事情自己做等。你也让我们知道“你比任何都清楚，最危险的敌人就是自己”。把超越的目标设为“自己”。
从“风华正茂”到“退休”这是何等的不容易。 老师，我想对您说，您是大树，您是天使，您是海洋，给别人的甚多，留给自己的甚少，您忠诚党的教育事业，无私奉献的精神多么高尚啊! 硕大的河流，并非原来就这么伟大，而是汇聚了数多条支流。而老师你就是从“数多条支流”所组成的“知识长河”！再次衷心的祝福：全体老师“教师节快乐，身体健康·····”
篇九：关于老师的作文_2600字
关于老师的作文（一）
每个人都有自己喜欢的老师，但几乎都是现任的班主任，有的人即使是喜欢某一位老师，但一转到其他学校就变了。
我转到亚林二小学两年多了，但我依然喜欢曾经教过我的亚林一小学的黄老师，他语言诙谐幽默，每次上课都把全班同学逗得哈哈大笑，但他讲得都很有道理，我们往往在笑的同时学到了知识，我很喜欢黄老师的讲课风格。
人都有犯错的时候，老师也不例外，但要知错能改，黄老师就是这样的一个人。有一次，一个学习好的跟一个学习较差的同学在教室里打起来了，不知黄老师当时是怎么想的，他只是训斥了学习成绩较差的那位同学。这件事让刚走进我班教师的大队辅导员看明白了，就当着同学们的面对黄老师说：“做老师要公正，对学生要一视同仁。”黄老师虚心接受了辅导员的批评，从此以后再也没有犯过这种错误。所以，我很佩服黄老师的胸怀。
每当黄老师给我班上课时，我们都兴奋不已，他有一副天生的清爽而又响亮的好嗓子，听他讲课简直是一种艺术享受。
我们一小学每当有面向社会的大型演出时，在台上主持的总是黄老师，他凭着优美的音色和流利的谈吐赢得了观众和校领导的认可。
黄老师还拥有一副侠肝义胆，有一次，一个比黄老师高一头的校外男孩溜进校园里欺负一个小同学，黄老师看见之后毫不畏惧，把那个大男孩训斥得哑口无言，低头认错。从此，黄老师在我心中的形象更加高大了。他是我学习的好榜样。我们班男生都表示要好好向他学习，将来也成为像黄老师那样的人。
这就是我喜欢的老师——黄老师。
关于老师的作文（二）
说起老师，在我的小学生涯中，我遇到了许许多多的好老师，有的幽默风趣，有的和蔼可亲，有的严格要求……而在我的印象中最深刻的就是陈老师了，直到现在他还时常回荡在我的脑海中。他有双炯炯有神的眼睛，一头乌而发亮的黑发；一双“顺风耳”，还有一个高鼻梁，鼻子上还架着一幅眼镜，一眼望去，他那高大威猛的身影闪现在眼前。 在我读小学五年级的时候，我们班来了一位新老师，那就是陈老师了，他是教我们语文的。开学的第一天“叮铃铃”的铃声响了一阵，全班同学都回到了座位上了，有的同学在准备文具，有的议论纷纷新来的老师该是个怎样的人。正在这时，一个高大的身影出现在我们的视线里，也在此时发生了“搞笑”的一幕，因刚来的老师可能不熟悉我们教室的“地形”，一不小心踢到讲台的地砖上差点趴下了，顿时同学们都忍不住大笑起来，陈老师也向我们微微一笑。然后他就向大家自我介绍了，他说：“我叫陈毅，大家可以叫我陈老师，我是教你们语文的”此时，大家心想；这位老师一定好“应付”。 过了一会开始上课了，同学都认真地听着陈老师讲课，可我呢却在想应该给点“颜色”这位陈老师看看，因为当时我算是班里的“坏小子”。于是我就在老师转过身在黑板上板书时，我调皮吹了好几声口哨子，心想：这回你知道我的“厉害”了吧！却出乎意料的是陈老师转过身仍是微笑对同学们说：“同学们，你们刚才听到口哨声吗？那是严令轩同学口里传出的，他吹的口哨多美妙啊！大家鼓掌表扬他。”此时，全班同学的目光全向我投来，而我的脸却热呼呼的，心想：这位新来的老师怎么会知道我的名字呢？更奇怪的是他怎么听得到口哨是我吹的呢？真不愧是“顺风耳”啊。过了一会他却继续上课，而没有批评我。下课了，我被陈老师叫到了办公室。心想：他没有批评我，反而鼓励我，这到底是什么意思啊？这下可糟了。我一到办公室，陈老师就亲切的对我说“你刚才吹的口哨真的是很好听，但请你不要在课堂时间里吹，你可以在课余时间放声‘大吹’。”我听了点了点头，然后我就走出了办公室。 自从那以后慢慢我把在课堂上吹口哨的坏习惯改掉了，我的成绩也提高了，在陈老师那与众不同的教育下我也从“坏小子”变成了好小子。 经过一段时间我们都跟陈老师成了好朋友，有时我们累了的时候他就给我们讲笑话，这样我们就觉得轻松得多了，有时他还跟我们讲故事，不过陈老师有时也很严格的，但他从来都不骂我们的。陈老师教了我两年，在这两年里我学会了很多很多，而他也为我们付出了很多很多。小学毕业那天全班同学都依依不舍的离开了陈老师，我们走出学校大门的时候看到陈老师的眼睛慢慢湿润了，我眼泪也在我的眼圈里打滚，但我想到陈老师说过：男人流血不流泪，所以我振作了起来我的眼泪没有流下，就这样陈老师的身影慢慢从我的眼里消失了。 在我的心目中，陈老师就是一位善良、和蔼的一位教师，也是给我特殊鼓励的一位老师，在我所认识的老师中他是使我最难以忘怀的。陈老师你为了我们不持劳苦的工作，感谢您，我的老师！
关于老师的作文（三）
赵老师，高高的个子，长长的马尾辫，眼镜后面有一双和蔼可亲的大眼睛。呵呵！我认识她，她没教过我的时候，见了我，总爱摸摸我的头，她在我心里的感觉很亲切！像电影里的台词--自己人！
在重要的五六年级，学校肯定会选择能力强，更有经验的老师教我们。果然我的想法没错，赵老师的教学方法很独特，每学一单元，她总是让我们先去熟悉和掌握单元里的读读写写和读读记记，因为认识弄懂了新的词语，再学课文感觉很容易理解的更透彻。
我原本不太喜欢语文，偏科于数学，但赵老师的出现，她细致入微的讲解，耐心周到的总结重点，认真给我们盘点课后的题。我觉得她像鸟妈妈，在带领我们学飞翔，有时候很严厉，有时候很和蔼，她会告诉我们飞翔的目标，会告诉我们用知识充实自己、武装自己，我们的羽翼才能变得丰满，长大了才能飞的更高更远。()
书破了，散了，他帮我们订好。生病了，她会安慰同学，难受就趴一会，有时候她看同学们学习太累，会把家庭作业留的少一点。她总是为我们所想，爱我们的点滴，同学们都深深的记在了心里。
赵老师很忙碌，她是班主任，事很多，经常见她早出晚归。因为我们住一个小区，妈妈在厨房看见路灯下回家的赵老师，会叹口气说：“赵老师又这么晚才回家，看看她多辛苦，一定要认真学习，拿个好成绩才能对得起这么负责人的老师！”
走进赵老师的内心世界，她的博客，一篇四川大地震的文章，《我要去…》我读了，心理感受了赵老师的善良，她爱国的一腔情怀，真情的流露的，我看着眼睛就模糊了，只要需要我，我就去…朴实的文字，展现了赵老师一颗火热的爱心，她是我的老师，我骄傲！
马上就要毕业了，短短的半年光阴，我会珍惜的。你的笑，你的爱，你的怜惜，都深深的永存在了我的记忆里。赵老师！您的身影只要从窗边闪过，我就知道是您，熟悉熟悉，亲切亲切，我怎能忘记？不管将来我升入哪所中学，我会和我的新同学自豪地说出您的名字--赵玲，我心中最爱戴的导师！
篇十：关于老师的作文_800字
江河把我们推向浩瀚的大海，曙光给我们带来明媚的早晨；亲爱的老师，您把我们引向壮丽的人生。
景老师和我妈妈的年龄差不多，大约有三十七、八岁，中等个子，不胖不瘦，肤色不太白；她一双眼睛不大，但炯炯有神，既严厉又慈祥；她穿着朴实，性格和善，不喜欢张扬，同平常人没什么两样，但她在我脑海中印象最深，是我最喜爱、最感激的老师。我性格内向，不敢大胆发言，在同学当中不显眼；上课又喜欢做小动作，也是不怎么讨老师喜欢的那类学生。自从景老师接我们班了解我的情况后，她总是鼓励我上课要积极发言，并经常提问我，即使回答错了，她总用慈善的目光来安慰我，并对我的大胆发言给予肯定；有时我上课管不住自己，不知不觉地又做起了小动作，景老师一边讲课，一边走到我身边，轻轻的拍我一下，及时提醒我后，就像没发生什么事一样走开了。虽然这几年我的不足没有多大的改观，但她还是一如既往地关心、鼓励着我，在我的期末评价表中她总是写着：“你是一个聪明的孩子，只要端正了学习态度，学习成绩一定比现在更好。”这充满鼓励和期望的话语，像一股暖流时刻在我心田中涌动，给了我努力向上的勇气和动力。
为了让我们写好作文，景老师总是耐心的给我们讲解、指点，从看起来很一般的一件事情中，她能找到与众不同的内涵和恰当的切入点，还找了好多好的范文读给我们听，并进行讲评。她告诉我们：哪些地方应该详细，哪些地方应该略写，应根据不同的切入点、不同的具体情况而定，只要运用的得当一定能写出好文章；多读书，读好书，也是写好文章所不可缺少的。在景老师的耐心指导和鼓励下，现在我和同学们一样，不再怕写作文了。
景老师，父母生了我，养育了我，我感激他们，爱他们；您是一个辛勤的园丁，栽培了我，给了我知识和勇气，我感谢您，更像对父母那样深深的爱着您。您的爱，太阳一般温暖，春风一般和煦，清泉一般甘甜。您的爱，比父爱更严峻，比母爱更细腻，比友爱更纯洁。您----老师的爱，天下最伟大，最高洁。在此，我要把憋在心中已久的话喊出来：“景老师，您辛苦了！”
关于老师的
篇一：送给老师的元旦祝福语_1700字通用版：我只对您说一句话：老师，您辛苦了! 我愿是一块轻柔嘀纱巾，为您擦去汗水和灰尘;我愿是一束夜来香，和星星一起陪伴在您身旁。我愿是一块轻柔。
篇一：四年级作文我的老师_1700字四年级作文我的老师我有一个特别厉害的老师，他的眼睛大大的，天天挂着一张严肃的脸，他严肃的时候像一个一本正经的魔鬼，让人觉得他特别厉害，深怕被。
篇一：我的老师_五年级作文_600字从小到大，教过我的老师有许多，有的随着记忆的流逝已经淡忘了，但有一位老师我永远不会忘，他就是我的班主任刘学强。我的老师长着小小的眼睛，戴着眼。