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[Objective] Enhancing the coupling coordination of regional innovation-ecology-economy stands as a crucial avenue for China to attain high-quality development. This study assessed the innovation-ecology-economy coupling coordination level under the new developmental stages. It examined the coupling coordination path that emerges through the interaction and amalgamation of the constituent elements intrinsic to the innovation-ecology-economy system, approached from a combinational standpoint. Furthermore, the study aimed to clarify the principal course that will shape the forthcoming advancement of the coupling coordination of these three systems. [Methods] Using a sample of 30 Chinese provinces with data spanning from 2011 to 2020, this study integrated the new development concept to develop an evaluation framework for the composite innovation-ecology-economy system. From an intra-system perspective, the research employed a dynamic qualitative comparative analysis to identify the combination paths within the composite system that engender high coupling coordination levels, alongside their dynamic patterns of evolution. [Results] (1) In the study period, individual components of the system were insufficient for achieving coupling coordination development. But the interplay and alignment of components generated four combination paths of high-level coupling coordination, which can be categorized as “innovation and application of energy conservation and emission reduction for development” and “innovation and cultivation of environmental protection governance efficiency enhancement”, with the characteristics of “all roads lead to Rome”. (2) The role of applied scientific and technological innovation, and industrial structure optimization and upgrading in promoting regional coupled and coordinated development had weakened from the 12th Five-Year Plan to the 13th Five-Year Plan period. Instead, the core driving factors shifted to basic innovation, economic development quality catch-up, and sharing of development results. [Conclusion] Considerable potential for enhancement remains within China’s regional innovation-ecology-economy system for coupled and coordinated development. To foster further improvement, a concerted effort is needed to bolster interplay among the system’s constituent elements, addressing the deficiencies and vulnerabilities within sub-systems. Emphasis should be placed on bolstering scientific and technological research and development, advancing quality-driven catch-up initiatives, and cultivating common prosperity.

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in education funds, strengthening the construction of school standardization; improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; strengthening the role of family education and sharing the responsibilities of vulnerable groups; improving the quality of education and creating local characteristic courses; vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

It has always been one of the hot spots of the whole society to improve teachers' quality and ability. With the progress of the era and the rapid development of biology, it puts forward higher requirements for the cultivation of biology teachers of middle school. How to cultivate a large number of high-quality biology teachers of middle school with good ethics and outstanding abilities is a focus problem worth exploring. There are some problems in the traditional training mode of biology normal students, such as backward teaching idea, unreasonable teaching arrangement and uneven teaching level. In view of these problems, normal universities should take a series of reform measures to promote the professional development of middle school biology teachers. Therefore, this paper summarizes the reform necessity, current situation and existing problems of the talent training mode. It also puts forward a series of reform measures on the talent training mode in the aspects of learning, innovation and reflection. Thus, this paper will provide important reference for the reform of talent training mode of middle school biology teachers in the future.

Rural education is a short board of China's education. It is of great significance to strengthen the construction of the teacher team in rural middle schools for Rural Revitalization in the new era. The problem of structural shortage of teachers, reflected by the phenomenon of "what biology teachers teach is not what they learned" in rural middle schools, is a key issue that has been existing for a long time in the development of rural middle school education in our country. It is also a key problem that must be paid attention to and urgently solved in the face of the new situation, new tasks and new requirements. In response to this phenomenon that caused by the decline of students and the loss of biological teachers in rural middle schools, the government needs to play a supporting role and the school leaders of rural middle schools should innovate their systems and concepts. What's more, biological teachers should reflect on their hearts and have the educational feelings of being willing to develop the countryside. Only when the government, middle school leaders and biology teachers have formed an educational synergy, can we better solve that harmful phenomenon and promote the healthy and rapid development of rural middle school education.

In the document "Curriculum Standard of General Senior High School Curriculum and Biology (2017 ed.)" published in 2018, developing students' core literacy as the fundamental task and value pursuit of current educational and teaching curriculum reform in China. Life concept is the key element of the core literacy of biology in senior high school. This paper expounds the position and value of life concept in the biology curriculum of senior high school, and analyses the connotation of life concept, which will provide an important reference for the effective cultivation of the life concept of senior high school students in the future.

In this study, solid phase microextraction (SPME) coupled with gas chromatography-mass spectrometry (GC-MS) was used to investigate the volatile compound profiles of eight dairy fat products (including four butters, two creams and two cultured butters) that are popular on the Chinese market. Their key flavor compounds were identified by calculating relative odor activity value (ROAV) as well as using gas chromatography-olfactometry (GC-O). In total 40 volatiles were found in the eight milk fat products, including 7 aldehydes, 6 methyl ketones, 7 fatty acids, and 7 lactones. A total of 17 volatile compounds were identified as key flavor compounds according to their ROAV, and GC-O identified seven of these compounds. Acetic acid, butanoic acid, hexanoic acid, δ-octanolactone, δ-decanolactone and γ-dodecalactone, all of which had ROAV greater than 1 and could be recognized by GC-O, were considered the most significant flavor compounds in dairy fat products.