培养

基本解释 (translations)

cultivate  ·  cultivation  ·  culture  ·  cultures  ·  educate  ·  education  ·  father  ·  foster  ·  incubate  ·  nurse  ·  nurses  ·  plant  ·  planted  ·  rear  ·  school  ·  schools  ·  training  ·  fathered  ·  schooled  ·  cultivates  ·  cultivating  ·  culturing  ·  educates  ·  educating  ·  fathering  ·  fathers  ·  fostered  ·  fosters  ·  incubated  ·  incubates  ·  incubating  ·  nursed  ·  plants  ·  reared  ·  rears  ·  Foster  ·  programmes  ·  nurturance

词组短语

bring up

与培养相关的网络例句 [注：此内容来源于网络，仅供参考]

In order to research the relations of carbon sources to structure of PHAs, six kinds of PHAs sample were synthesized by activated sludge with six different carbon sources respectively in the aerobic-anaerobic-anoxic process. Their structures were determined by 〓HNMR、〓CNMR and GC-MS. When the carbon source was acetate, the unit composition of PHAs was 93. 91mol％ 3-hydroxybutanoic acid and 6. 09mol％ 3-hydroxypentanoic acid ; When the carbon source was propionate, the unit composition of PHAs was 28. 66mol％ HB, 63. 13mol％HV, 2. 55mol％ 2-methy-3-hydroxy-butanoic acid (2MHB) and 5. 66mol％ 2-methyl-3-hydroxypentanoic acid (2MHV); When the carbon source was 80％ butyrate and 20％ 1, 4-butanediol, the unit composition of PHAs was 65. 03mol％ HB, 28. 06mol％HV, 1. 91mol％2MHB, 2. 69mol％ 2MHV, 0.73mol％ 4-hydroxy butanoic acid (4HB), 0.78mol％ 4-methyl-3-hydroxy-pentanoic acid (4MHV), 0.80mol％ 3-hydroxyhexanoic acid ; When the carbon source was 20％ butyrate and 80％ 1, 4-butanediol, the unit composition of PHAs was 61. 39mol％ HB, 23. 01mol％HV, 4. 58mol％2MHB, 5. 97mol％ 2MHV, 0.91mol％ 4HB, 2. 37mol％ 4MHV, 1. 77mol％ HHx; When the carbon source was 60％ pentanoate and 40％glucose, the unit composition of PHAs was 41. 24mol％ HB, 58. 76mol％HV; When the carbon source was 60％ benzoate and 40％ glucose, the unit composition of PHAs was 65. 48mol％ HB and 34. 52mol％ HV.

为了研究不同碳源与产物PHAs结构的关系，采用好氧-厌氧-缺氧模式利用6种不同碳源培养活性污泥得到6种不同的PHAs样品，通过〓HNMR、〓CNMR和GC-MS谱图确定了这6种PHAs的单体成分和比例：以乙酸钠培养活性污泥得到的PHAs的单体组成是93.91mol％3-羟基丁酸和6.09mol％3-羟基戊酸；以丙酸钠培养活性污泥得到的PHAs的单体组成除28.66mol％HB、63.13mol％HV外，另外还有2.55mol％3-羟基2-甲基丁酸（2MHB）和5.66mol％3-羟基2-甲基戊酸（2MHV）；以80％丁酸钠和20％1，4-丁二醇混合溶液培养活性污泥得到的PHAs含有七种单体组成：65.03mol％HB，28.06mol％HV，1.91mol％2MHB，2.69mol％2MHV，0.73mol％4-HB（4-羟基丁酸），0.78mol％4MHV（3-羟基-4-甲基戊酸），0.80％HHx（3-羟基己酸）；以20％丁酸钠和80％1，4-丁二醇培养活性污泥所得到的PHAs含有与3#样品相同的七种单体，只是比例不同，分别是61.39mol％，23.01mol％，4.58mol％，5.97mol％，0.91mol％，2.37mol％，1.77mol％；以60％戊酸钠和40％葡萄糖培养活性污泥所得到的PHAs由HB和HV组成，比例是41.24 mol％∶58.76 mol％；以60％苯甲酸钠和40％葡萄糖培养活性污泥所得到的PHAs也由HB和HV组成，比例是65.48 mol％∶34.52 mol％。

The result shows that: with the expansion of teacher education space, the reform and development of Chinese teacher education is much closer or equal to that of the international teacher education. The transitional stage and education reform in China puts forward a new demand for P. E. talents. The innovation as to education object, specification and curriculum arrangement raised in P. E. Curriculum Arrangement for Chinese Universities with four-year Program published in 2003 meets such a demand, and narrows the gap of education development in high P. E. academy between China and foreign countries. P. E. teachers abroad are usually cultivated by comprehensive universities, the cultivating objectives are verified, and generalists adapted to social development are emphasized. Cultivating mode abroad are various, with "open-type" or "non-directional type" as the main mode, and 4-year program, 5-year program, and 3-year program serve as the main form of education system. Curriculum arrangement abroad stresses general education, with foundationalization, normalization, objectification, optionalization, miniaturization, internationalization and syntheticalization as its characteristics and it employs credit system. The close-typed cultivating mode of P. E. academies in China should be gradually transformed into open-type or multi-type, cultivating generalists instead of specialists, and further constructing a new one with several cultivating types co-existing. Orientation of P.E. teachers in China should follow standard principle, coordination principle, experience principle and resource principle. To improve P.E teacher education in China, the following measures can be taken: relevant laws and regulations should be made for orientation; P.E teachers" training organization should be encouraged to participate in orientation; extension and connotation of P.E. teacher education should be expanded; resources should be optimize; systematic P.E. teachers" orientations should be organized;"Life P.E. Teacher Qualification "should be changed; useful-life should be set for P. E. teacher qualification; P.E. teacher qualification should be regularly authenticated; On-job training of P. E. teachers abroad tends to be systematic, but in China P.E. teachers" on-job training and prevocational training are separated; therefore measures must be taken to change this circumstance and thus speed up the systematic process. Factors concerning constructing a new system of P. E teachers are the following: reconstructing resources, making P.E. teachers" cultivation, orientation and training systematic, establishing a mechanism for encouragement and punishment, making school-based training and college training systematic, and setting up a mechanism combining directional training with non-directional training.

研究结果表明：随着教师教育革新空间的拓展，我国体育教师教育的改革与发展水平逐步与国际体育教师教育发展趋于接轨化。2003年颁布的《全国普通高校体育教育本科专业课程方案》在培养目标和规格、课程设置上的创新性，适应了我国社会转型和教育改革对体育教育专业人才的需求，进一步缩小了与国外高等体育院系教育发展的差距；国外体育教师一般由综合性大学或文理多科性大学培养，培养目标多向化，以培养适应社会发展的通才型人才为主；培养模式灵活多样，多数以"开放型"或"非定向型"培养模式为主，学制多以4年制、5年制、3年为主；课程设置上注重通识教育，突出基础化、师范化、针对化、选修化、小型化、国际化和综合化特点，实行完全学分制的教育管理制度；我国普通高校体育教育本科专业人才培养模式应该由封闭性转向开放式混合型的人才培养模式转变，由专才型转向复合型人才培养模式转变，构建多种类型并存的人才培养模式；我国体育教师入职教育革新应遵循的原则是本位原则、协同原则、经验原则和时间与资源原则，改进措施有：做好入职教育的法规化、制度化建设，激励体育师资培育机构参与体育教师的入职教育，拓展体育教师教育的外延和内涵，优化整合资源，系统组织体育教师的入职教育，改变体育教师资格"终身制"，设定体育教师资格有效期限，推行教师资格定期认证制度等；国际上体育教师在职培训体系显现了体育教师教育一体化的发展取向，但我国体育教师的在职培训与职前培养存在分离性，必须采取改革措施，加速我国体育教师教育的一体化进程；构建体育教师教育新体系的实施要素是：重组资源配置，实现体育教师培养、入职和培训一体化，建立奖惩机制，实现校本与院校培训一体化，建立体育教师定向与非定向培养培训有机结合机制。

The BMSCs were divided into six groups after repeatedly passaged: A,the BMSCs were cultured with conventional culture fluid(DMEM culture fluid+20%fetal bovine serum+2 mmol/L aminoglutaric acid amine) all the time;B,the BMSCs were cultured with conventional culture fluid+HGF(25ng/ml)+dexamethasone10~(-7M;C(HGF and Zuoguiwan induced group), the BMSCs were cultured with conventional culture fluid+ HGF(25ng/ml)+ dexamethasone10~(-7M+ 10%Zuoguiwan drug serum;D(conditioned medium and contrast serum induced group), the BMSCs were cultured with conventional culture fluid+50 % conditioned medium+10 % normal rat serum;E(conditioned medium and Bazhentang drug serum induced group), the BMSCs were cultured with conventional culture fluid+50 % conditioned medium+10 % Bazhentang drug serum;F(conditioned medium and Zuoguiwan drug serum induced group), the BMSCs were cultured with conventional culture fluid+50 % conditioned medium+10% Zuoguiwan drug serum.

常规培养组始终使用常规培养液(DMEM培养液+体积分数20％胎牛血清+2mmol／L谷氨酸胺)进行培养；HGF诱导组以常规培养液+促肝细胞生长因子(HGF，25ng／ml)和地塞米松10~(-7M进行培养；HGF加左归丸组以常规培养液+促肝细胞生长因子(HGF，25ng／ml)和地塞米松10~(-7／M+10％的左归丸含药血清进行培养；条件培养液加对照血清组以常规培养液+50％的条件培养液+10％正常大鼠血清进行培养；条件培养液加八珍汤组以常规培养液+50％的条件培养液+10％八珍汤含药血清进行培养；条件培养液加左归丸组以常规培养液+50％的条件培养液+10％左归丸含药血清进行培养。

The cells were cultured under the following serum microenvironment. The primary cells of autoserum group were cultured with autoserum, changing the medium with fetal bovine serum after passage. The primary cells of homogeneity foreign serum group were cultured with homogeneity foreign serum, changing the medium with fetal bovine serum after passage. The primary cells of fetal bovine serum group were cultured with fetal bovine serum, and cultured with fetal bovine serum after passage. The primary cells of Dulbecco's modified Eagle's medium group were cultured with serum-free DMEM, changing the medium with fetal bovine serum after passage.

分别以下列血清微环境培养：自身血清组：分离细胞后原代用含大鼠自身血清的培养基培养，传代后换用含胎牛血清的培养基培养；同种异体血清组：分离细胞后原代用含同种异体血清的培养基培养，以后用胎牛血清培养基培养；胎牛血清组：分离后用含胎牛血清培养基培养，以后一直用含胎牛血清培养基培养；DMEM组：分离细胞后原代用不含血清的DMEM培养基培养，传代后换用含胎牛血清的培养基培养。

So this thesis discusses the multi-layer professional training model of educational technology from five directions:Chapt er 1,to research the condition of educational technology in China,relying on it,analyze the crisis and embarrassed situation of educational technology in China;Chapter 2,to research the condition of foreign educational technology, especially in American;Chapter 3,to contrast the difference and similarity between domestic and international educational technology from training corpus,training environment,training programme and the direction of the graduation.Point out the importance of making our own training model;Chapter 4,the core part,to discuss the multi-layer professional training model of educational technology from three layers,five aspects(the reason,purpose,academic position and professional position,training object,course);Chapter 5, to analyze the impact of the teacher's training of primary and junior high school to the undergraduate's education of educational technology.

因此本文从五个方向分五章探讨了教育技术学多层次人才培养模式：第一章，通过研究教育技术在中国的发展状况解析教育技术在中国的发展危机和尴尬局面；第二章，研究以美国为代表的国外教育技术的发展状况，重点分析美国主要高校的培养模式；第三章，从培养主体、培养环境、培养方案、方案的实施办法以及学习者的毕业流向等方面对比分析国内外教育技术的异同点，指出培养中国特色的教育技术人才的重要性；第四章，也是最核心的部分，从三个层次、五个方面(教育技术学得以存在和发展的原因、目的、学科定位与专业定位、培养目标、课程设置)探讨了教育技术学专业多层次人才的培养模式；第五章，浅析了中小学教师培训对教育技术学本科教育的冲击。

Among the sampling methods used to investigate the pathogens responsible for rhinosinusitis, maxillary sinus puncture is considered to be the gold standard. Although endoscopic middle meatal culture seems to correlate well with the results obtained by maxillary sinus puncture, the reliability of documentation of bacteria by endoscopic culture in children with rhinosinusitis is still unknown. Finally, because studies on current bacterial resistance patterns in pediatric patients are limited, we employed maxillary sinus puncture to obtain sinus secretions for bacterial culture and analysis of antibiotic resistance in children with chronic rhinosinusitis.

关於鼻窦的培养方法，一般而言上颌窦穿刺为公认获得鼻窦细菌培养的准则，虽然证据显示在成人使用内视镜中鼻道培养的结果与上颌窦穿刺所获得的培养结果相关性很高，不过目前儿童使用内视镜中鼻道培养的可信度依然不明，因此我们的研究也比较鼻及鼻窦炎病童上颌窦穿刺与内视镜中鼻道培养的结果，以厘清在儿童使用内视镜中鼻道采样培养鼻窦致病菌的可信度。

The increased amount of non--exchangeable NH4^＋-N during the incubation indicated as the following tendency, namely, Eum-Orthic Anthrosols 〉 Los - Orthic Entisols 〉 Hap-Ustic Isohumisols 〉 Ust-Sandiic Entisols. Organic material influenced significantly the increased amount of non-exchangeable NH4^＋-N （P was 0.0002, 0.0004 and 0.0003 when incubated at 20 d, 50 d and 60 d, respectively）. NH4^＋-N increased remarkably when Stlpa bungeana and Medicago sativa were added compared with no addition. The contents of non-exchangeable NH4^＋-N increased significantly when added （NH4）2SO4 compared without addition at 20 d, 40 d and 60d of incubation and P was 0.0037, 0.0033 and 0.0027, respectively. It was the result that the NH4^＋-N from （NH4）2 SO4 was fixed within the soil. The increased amount of non-exchangeable NH4^＋-N increased significantly for different soils, on which different vegetation types grew before the collection of soil samples, when incubated at 20 d （P=0.0434）, but not significantly at 40 d and 60d （P=0.7378 and 0.5375）. The increased amount of non-exchangeable NH4^＋-N in the soil, on which crop straw and nitrogen fertilizer had been incorporated for a long-term period, was larger than that of no addition, but it was not significantly different among these two fertilization models. Soil clay, total N and organic matter were positively correlated remarkably with the contents of non-exchangeable NH4^＋-N, the increased amount of non-exchangeable NH4^＋-N had no correlation with soil clay, whereas it had significantly positive correlation with total N and organic matter.

培养期间非交换性NH4^＋-N的增加量均表现为以土垫旱耕人为土最大，其次是黄土正常新成土，简育干润均腐土和干湿砂质新成土较小；添加有机物料极显著影响培养期间的非交换性NH4^＋-N增加量（培养20d、40d和60d时P分别为0.0002，0.004和0.0003），表现为紫花苜蓿和长芒草土壤非交换性NH4^＋-N的增加量均极显著高于不添加有机物料的对照土壤；在培养20d、40d和60d时，加（NH4）2SO4土样非交换性NH4^＋-N的增加量显著大于不加（NH4）2SO4土样（户分别为0.0037，0.0033和0.0027），这是土壤对（NH4）2SO4中NH4^＋-N固定的必然结果；不同植被类型土壤培养20d时的非交换性NH4^＋-N增加量差异显著（P=0.0434），培养40d和60d时差异不显著（p分别为0.7378和0.5375）；长期秸秆和氮肥配施土壤非交换性NH4^＋-N增加量大于不施肥对照土壤，但差异不显著土壤黏粒、全氮和有机质与培养0d、20d、40d和60d时土壤的非交换性NH4^＋-N含量均呈极显著正相关；而非交换性NH4^＋-N的增加量与粘粒无相关性，但与全氛和有机质呈显著正相关。

Of CBMC can be purified by Mini-MACS as CD34〓 stem cells. B. The number of CD34〓 stem cells can expand to 40.24±9. 86 fold after 14 days. C. No matter in the expression of CD1a, CD80, CD86, and HLA-DR, or in the function of stimulating xenogenous lymphocyte proliferation, there was no difference between CD34+ stem cell DCs or monocyte DCs. D. The percentage of CD3〓CD56〓 cells is the same in CIK cells co-culture with DCs transfected with SKOV3 RNA, CIK cells co-culture with DCs, and CIK cells. E. The expansion rate of CIK cells can be accelerated by co-culturing with loaded or unloaded DCs. However, the expansion rate between loaded or unloaded group is the same. F. The strongest cytotoxicity against SKOV3 cell line was achieved by CIK cells co-cultured with DCs loaded with SKOV3 RNA.

结果：1、Mini-MACS分选系统可自CBMC中提取0.78±0.31%的CD34〓细胞；2、体外培养14天后可获得原始CD34〓细胞量40.24±9.86倍的细胞；3、不论在CD1a、CD80、CD86及HLA-DR的表达上，或是刺激异体淋巴细胞增生的功能上，脐带血CD34〓细胞与单核细胞来源的DC都没有差别；4、CIK细胞中CD3〓CD56〓双阳性的表达率在与RNA转染DC共培养的CIK细胞组、与DC共培养的CIK细胞组及单纯CIK细胞组3组间比较无差异；5、脐带血CIK细胞增殖显著，培养14天时可扩增18.18±5.59倍，培养21天时可扩增35.02±6.30倍；5、与未转染或转染DC共培养的CIK细胞在培养第14天后增殖速率大于单纯CIK细胞。

ABSTRACT It is because that the excellent acceptors for maize transgenic engineering are insufficient in our country, especially in the southwest mountain areas of china and hereditary variation regularity for the two characters such as efficiency of embryonic callus induction and number of regenerating plant (these two characters were abbreviated to the nduction efficiency and number of regenerating in the following of the paper, respectively), which hint the maize culturing capacity, is not very clear. Therefore, aiming at picking out superior acceptors, we had made systematic researches on the two characters with combing traditional quantitative-character genetic analyzing methods such as single-factor genetic mating design, diallel crossing genetic design, genetic effect analyzing method and the modern molecular locating method such as QTLs'. The main results are followed.(1) 50 superior inbred lines and about 30 crosses in our country, especially in the southwest of China were used for identifying and selecting the superior genotypes in the above two investigated characters under the same culturing condition in 2000 and 2001. There was very significant difference among the genotypes in the both characters. But the two characters were not certainly related. Some genotypes such as 18-599 and 18-599 were very good in them. For some ones such as zong 31, induction was higher than 18-599 and 18-599 in the efficiency, but it was only 1/3 to the later in regenerating number. In some genotypes such as S37, R08, R15, P138, A318, induction efficiency was just about 3% and scarcely any regenerating plants were got. On the whole, hybrids acted better than inbreeds in the both characters.(2) Two kind of inbreeds were selected as parents of the Griffing's method 1. 18-599 and 18-599 and the inbred line zong 31 are one kind because they are not only superior in the characters of maize cross breeding, such as CA, resistance to disease and the important agricultural characters, but also excellent in transformation characters as the induction and regeneration.

针对我国、特别是西南山地所需玉米转基因工程育种优良受体极为匮乏和反应玉米幼胚培养能力的2个主要性状，即玉米幼胚胚性愈伤组织诱导率和胚性愈伤组织绿苗发生数的遗传变异规律十分不清楚的实际情况，本研究从筛选玉米转基因工程所需要的优良受体入手，采用单因素遗传交配设计、双列杂交遗传交配设计、世代基因效应等传统数量性状分析方法，以及现代分子标记定位主效QTL分析方法，对玉米幼胚胚性愈伤组织诱导率和胚性愈伤组织绿苗发生数等2个性状进行了较为系统的分析研究，取得以下主要研究结果：(1)于2000年和2001年通过对我国、特别是西南地区近50份优良自交系和近30个杂交组合，在相同培养条件下，对幼胚培养胚性愈伤组织诱导率和胚性愈伤组织绿苗发生数等2个幼胚培养能力性状进行了筛选与鉴定，发现玉米不同基因型具有完全不同的幼胚培养胚性愈伤组织诱导率和胚性愈伤组织绿苗发生数，但幼胚培养胚性愈伤组织诱导率与胚性愈伤组织绿苗发生数并不具有必然的相关关系，有的基因型，如自交系18-599和18-599在胚性愈伤组织诱导率和愈伤组织绿苗发生数等2个性状都表现相当优异；有的基因型，如自交系综31，仅幼胚培养胚性愈伤组织诱导率性状表现高于19-599和18-599，但在胚性愈伤组织绿苗发生数这一性状则与它们有相当大的差距，仅为19-599和18-599的1/3左右；有的基因型，如S37、R08、R15、P138、A318等玉米自交系不仅幼胚培养胚性愈伤组织诱导率很低，平均仅在3％左右，而且胚性愈伤组织绿苗发生数表现也很差，基本上没有分化成苗。

NJWGY3665 bacterial strain is inoculated in a glucose nutrient culture medium to carry out the slant culture, the culture temperature is 28 to 37 DEG C and the culture time is 2 to 6 days;(2) seed culture: a spore which is cultured on a slant is produced into a single-spore suspension by using sterile water, which is also inoculated in a seed culture medium for culture, the temperature is 28 to 32 DEG C, the rotational speed is 200rpm and the culture lasts for 2 to 6 days;(3) fermentation culture: the seed liquid is inoculated in a fermentation culture medium for culture, the temperature is controlled at 28 to 37 DEG C, the pH is controlled at 6.0 to 9.0, the rotational speed is 180 to 220rpm, the fermentation lasts for 5 to 9 days, so as to obtain the Streptomyces sp., methanol or ethanol is used for the extraction and separation of mycelium through the method of centrifugal separation, then the resin method is adopted for carrying out refining, so as to obtain the peptide antibiotics enramycin.

NJWGY3665菌种接到葡萄糖营养培养基中，进行斜面培养，培养温度28-37℃，培养时间2-6天；(2)种子培养：用无菌水将斜面上培养的孢子制成单孢子悬液，并接种到种子培养基中培养，温度为28～32℃，转速为200rpm，培养2-6天；(3)发酵培养：将种子液接种到发酵培养基中培养，温度控制在28-37℃，pH控制在6.0-9.0，转速180-220rpm，发酵5-9天，得到链霉菌，采用离心分离的方法将菌丝体用甲醇或乙醇进行提取分离，再采用树脂方法进行精制，获得多肽类抗生素安来霉素。

与培养相关的网络解释 [注：此内容来源于网络，仅供参考]

broth culture：肉汤培养物,肉汤培养

broth cultivation 肉汤培养 | broth culture 肉汤培养物,肉汤培养 | brown algae 褐藻

confluent culture：铺满培养物,铺满培养

confluent cultivation 铺满培养 | confluent culture 铺满培养物,铺满培养 | confluent monolayer cells (汇合)成片的单层细胞,铺满的单层细胞

axenic cultivation：纯性培养

在伪足和微饮管口则无这类小孔,此为溶组织内阿米巴滋养体的特征之一,溶组织内阿米巴的体外培养已从单种培养(xenic culture)进入单栖培养(monoxenic culture),现已发展到纯性培养(axenic cultivation)及近在软琼脂培养基中的克隆化培养,

embryo culture：胚胎培养

胚胎培养(embryo culture)是植物组织培养的一个主要领域.植物胚胎培养是指对植物的胚(种胚)及胚器官(如子房,胚珠)进行人工离体无菌培养,使其发育成幼苗的技术.

Incubator：培养箱

有关 德国Binder培养箱(Incubator) 产品的询价,请在>中进行留言,我司会书面传真给您报价. 德国Binder培养箱(Incubator)产品介绍:德国Binder培养箱(Incubator)德国Binder培养箱(Incubator)

subculture：再培养

这个过程就称为传代(passage)或者再培养(subculture). 对单层培养而言,80%汇合或刚汇合的细胞是较理想的传代阶段. 传代培养:当原代培养成功以后,随着培养时间的延长和细胞不断分裂,一则细胞之间相互接触而发生接触性抑制,

tissue culture：组织培养

液氮罐-细胞培养与组织培养的区别液氮罐 细胞培养与组织培养的区别 组织培养(Tissue culture)是在体外模拟体内生理环境,在无菌、适当温度和一定营养条件下.

culture transferring：移种[由原有培养物制备新鲜培养物的接种操作]

culture starter (培养)起子,引子[如制造发酵食品(馒头、面包的菌体接种物] | culture transferring 移种[由原有培养物制备新鲜培养物的接种操作] | culture tube 培养(试)管

axenic culture：无菌培养

第十八章 寄生虫的人工培养及动物模型 第一节 寄生虫的人工培养一,溶组织内阿米巴培养 可分有菌培养(xenic culture)和无菌培养(axenic culture) (一)有菌培养 主要用 Robinson's 培养基,不仅可以培养溶组织内阿米巴,也 可以培养哈门氏内阿米巴,

coculture：共培养物,共培养

cocultivation 共培养,协同培养 | coculture 共培养物,共培养 | code 密码