(A) the position of "marine geography" in the geography curriculum of senior high school
The ocean covering 7 1% of the earth's surface is the most unique geographical landscape that other planets in the solar system can't see. Although some areas on the surface of the moon have also been named "storm sea" by human beings, there is not even a drop of seawater there. The ocean is the hometown of sex, the cradle of life, the treasure house of resources and the "second space" for human survival and development. With the development of the world economy, the progress of science and technology and the continuous improvement of people's living standards, the demand for resources is increasing day by day, and the problems of population, resources and environment are further aggravated. The study of marine environment, the development, utilization, protection and management of marine resources and marine education have attracted universal attention from all countries. Since 1978, there have been several attempts to strengthen marine geography education in middle school geography courses in China, but due to various objective reasons such as too few semesters and too few class hours, it has appeared frequently.
Marine geography is a comprehensive subject combining geographical science with marine science. It has developed rapidly since the 1960s, and has the characteristics of natural science, social science and technical science. The research object of marine geography includes not only marine water, but also coast and seabed, and its research scope involves the four major spheres of the earth's lithosphere, hydrosphere, atmosphere and biosphere. The research contents mainly include marine geographical environment, development and utilization of marine resources, marine environmental protection, marine legislation and management, development and application of marine information technology, etc.
China is a country with both land and sea, with vast sea borders, bordering the Pacific Ocean and marginal seas. According to 1994+0 16, the provisions of the United Nations Convention on the Law of the Sea, which came into effect in June, and the proposition of our government, the sea area under the jurisdiction of "four seas and one ocean" in China is 3 million square kilometers, which is equivalent to nearly13 of the land area.
The vast sea area is not only rich in marine resources, but also a traffic channel and natural barrier to resist foreign invasion. The exploitation and utilization of the ocean and the development of marine undertakings are closely related to the development of Chinese civilization. Especially in the middle of 201.600 million century, the population of China will reach the peak of1.5-1.600 million. Due to the low per capita possession of land resources and high environmental pressure, the ocean has objectively become a reserve resource base and a replacement area for some major strategic resources in China. Vigorously developing marine industry is one of the most realistic and effective ways to solve the pressure of population, resources and environment in China. As a developing coastal country, China must take the development and protection of the ocean as a long-term strategic task if its national economy is to develop continuously. Therefore, developing marine education for young students and offering "marine geography" in the elective module of geography in senior high schools have been generally endorsed and supported by government departments, education circles and scientific and technological circles from the beginning. From an international perspective, at present, all countries in the world attach great importance to cultivating national marine awareness while strengthening marine investigation, research and development. Offering marine geography as an elective course in senior high schools in China is the need of facing the world and the future, which has far-reaching strategic significance.
Just as the module of "tourism geography" is not limited to the elective courses of schools with rich tourism resources, the module of "marine geography" is not limited to the elective courses of middle school students in coastal provinces. In terms of knowledge and skills, process and methods, the objectives of Marine Geography in terms of emotion, attitude and values are: to enhance the marine awareness of future workers, attach importance to the development of marine resources and environmental protection, change the long-established traditional concept of "attaching importance to land but neglecting the sea" and establish a new concept of marine rights and interests and marine economy.
(B) "Marine Geography" internal structure analysis
Marine Geography, as an elective module in senior high school geography curriculum, is divided into four parts, each of which has relatively independent content, but is closely related to each other. Among them, "Ocean and Coastal Zone" focuses on exploring the basic knowledge of marine geography, emphasizing the temporal and spatial distribution law and main causes of marine natural geography. Ocean Development emphasizes the characteristics, present situation and prospect of marine resources development with examples. "Marine environmental protection" focuses on rational analysis, exploring the formation mechanism of marine environmental problems and countermeasures for disaster reduction and prevention, cultivating scientific methods and decision-making ability, and sublimating geographical knowledge and skills into environmental values and ethical concepts that modern citizens must cherish the environment. "Maritime Rights and Interests" attempts to start with the issue of maritime rights protection, which is of universal concern to all countries, so that students can initially get in touch with some basic contents about political geography and cultivate their global awareness and patriotic feelings by understanding the complicated international maritime struggle.
Second, the interpretation of "marine geography" and "standard"
(A) learning objectives and content selection
The ocean is the main body of the earth's hydrosphere and the basic element of human living environment. By influencing the earth's climate and adjusting the atmospheric temperature and humidity, it directly affects the survival and development of human beings. Environmental factors such as land and sea location, coastline nature and relatively mild and humid marine climate will also have a profound impact on ethnic characteristics, cultural background and other humanistic qualities and the formulation of national foreign policy.
The learning goal of this module echoes the overall goal of geography curriculum in senior high school. Considering that marine geography, as a newly-opened geography elective course, mainly focuses on "exploring the mysteries of the ocean", "developing marine resources", "protecting the marine environment" and "safeguarding marine rights and interests", and emphasizes "learning useful geography" to cultivate the necessary geographical literacy of modern citizens.
1. Marine and coastal areas
This paper mainly introduces the basic knowledge about marine natural environment, such as marine geology and geomorphology, hydrology and climate, and pays attention to deeper problems such as ocean and land, ocean and human survival and development through the preliminary understanding of natural landscape and development in coastal areas. This part mainly includes the explanation of the origin and distribution of seabed topography; Basic characteristics of seawater, such as physical and chemical properties of seawater, material circulation and energy conversion of seawater. Material circulation and energy conversion in the ocean are mainly realized through seawater movement and "air-sea" interaction. El Nino and La Nina are both abnormal phenomena in the process of "air-sea" interaction, which have great influence on the global climate and even lead to many natural disasters. Although their causes have not been completely proved at present, there is no doubt that the ocean, as the main body of the hydrosphere, plays an important role in the material circulation and energy exchange of the earth. At the same time, learning the marine natural environment and other contents also provides endless exploration space for students to carry out inquiry learning. In terms of skills training, the study of "Ocean and Coastal Zone" focuses on improving students' ability to read and analyze maps.
2. Ocean development
Ocean development, together with atomic energy engineering and space technology, is listed as the "three cutting-edge technologies" in contemporary times. Marine development industry can be divided into traditional marine industry and emerging marine industry. Among them, marine fishing, marine transportation and marine salt industry are traditional marine industries, while marine aquaculture, offshore oil exploitation, marine tourism and marine pharmaceuticals are all emerging industries. This part is mainly to help students understand the development of marine chemistry, biology and mineral resources, discuss the present situation and prospect of marine power resources and space development and utilization, highlight the practical significance of marine resources development and its important value for human survival and development in the future, thus enhancing the awareness of resource protection and social responsibility, and forming the concept of sustainable development.
3. Marine environmental problems and protection
Marine environmental problems include not only marine disasters caused by natural factors such as storm surges and tsunamis, but also various marine pollution and marine ecological damage caused by human activities. The former has occurred from time to time since ancient times, but under the social and economic conditions at that time, the harm and loss to life and property were far less severe than now. In the past half century, with the great improvement of coastal and marine development, especially the over-exploitation of coastal environment and some marine resources by human beings, a series of serious consequences have been caused, and the issue of marine environmental protection has been put on the agenda without delay. "Marine environmental problems and protection" mainly includes the causes of marine disasters, marine pollution and marine ecological destruction, as well as environmental protection, highlighting various problems that have emerged and are constantly emerging in the process of developing and utilizing the ocean, and then pointing out the correct way to coordinate the relationship between human beings and the ocean and regional sustainable development. Understanding the significance of protecting the marine environment and preventing marine pollution is helpful to cultivate young people's environmental morality and good geographical behavior. As marine environmental protection involves many aspects such as nature, economy, society, humanities and technology, it is a complex systematic project. Therefore, in skill training, the training of students' comprehensive analysis ability is emphasized.
4. Maritime rights and interests
This part is mainly about understanding the United Nations Convention on the Law of the Sea and how to establish and maintain a new international maritime order. Since the implementation of the United Nations Convention on the Law of the Sea in 1994, the sea area of 654.38+300 billion square kilometers, which originally belonged to the high seas, has been placed under the jurisdiction of coastal countries, and its area is slightly smaller than the total land area of the world. Due to different jurisdictions, the occupied marine resources and rights and interests of coastal countries have undergone major changes, and it has become a common sense that 2 1 century is the "marine century" of mankind. The setting of "marine geography" module adapts to the development of the times and has important practical significance. It is absolutely necessary to list "maritime rights and interests" as a part of the geography curriculum standard in senior high school, so as to arouse the love for "blue land" and improve the modern maritime consciousness of future citizens.
(B) "standard" requirements of the grasp
1. Marine and coastal areas
(1) Observe the seabed topographic map, and explain the formation and distribution of seabed topography by using the main viewpoints of submarine expansion and plate tectonics.
The "standard" of this paper can be grasped from the following three aspects: first, pattern recognition, by observing the topographic map of the seabed, we can understand the main geomorphic types and their morphological characteristics such as continental shelf, continental slope, trench, basin and ridge; The second is to summarize the distribution law of seabed topography, that is, according to the different parts and morphological characteristics of the global seabed topography, it is divided into three topographic units: continental margin, mid-ocean ridge and ocean basin. Among them, the mid-ocean ridge with a total length of about 80 thousand kilometers runs through the four oceans, accompanied by earthquakes and volcanic activities; The third is to explain the formation and evolution of submarine topography with examples of the continuous expansion of the new ocean floor on the mid-ocean ridge, the subduction of the old ocean floor and its death at the trench, and the "life and death" of the ocean floor.
It is worth mentioning that the grasp of this "standard" is both related and different from the curriculum standard in the compulsory education stage. In the compulsory education stage, "Understanding plate tectonic theory ……" focuses on the education of scientific history and the cultivation of scientific interests and methods, while in the high school stage, it focuses on "explaining the formation and distribution law of submarine topography".
(2) Using charts and other data, the distribution law of seawater temperature and salinity is summarized.
This Standard focuses on cultivating students' ability to read and analyze drawings. On the basis of guiding students to read the geographical map and understanding the distribution of seawater temperature and salinity, the teacher further analyzes its distribution law. To meet the requirements of the Standard, the key is to choose appropriate materials such as charts and be good at guiding students to learn independently and discover laws in the teaching process.
We know that the difference of solar radiation energy on the surface leads to the obvious temporal and spatial distribution of temperature and salinity in marine water. Among them, the distribution of seawater temperature includes the horizontal distribution law of surface seawater temperature and the vertical variation law of seawater temperature in different sea areas, which can be expressed by the "average water temperature distribution map of ocean surface along a meridian" and the "curves of seawater temperature changes with depth at different observation stations".
The salinity distribution of seawater also changes in horizontal and vertical directions. Considering the complexity of its vertical distribution, students are mainly required to master the salinity distribution of the surface seawater here. Because the salinity of surface seawater is influenced by many factors, such as evaporation and precipitation, freezing and thawing, land runoff into the sea, ocean currents, etc., charts and data such as "average salinity distribution of ocean surface" provided in textbooks and teaching should reflect three characteristics of global surface seawater salinity changing with latitude, namely: salinity decreases from subtropical waters in the northern hemisphere and southern hemisphere to high-latitude and low-latitude waters on both sides respectively; The equatorial low salinity area is located in the waters north of the equator, and the salinity of tropical waters in the southern hemisphere is slightly higher than that in the northern hemisphere at the same latitude. The salinity of seawater from 40 south latitude to Antarctic circle is higher than that in the northern hemisphere at the same latitude.
(3) Analyze the "air-sea" interaction and its influence on the global water and heat balance with graphs.
The standard puts forward higher requirements, focusing on further cultivating students' ability to use charts and materials, and comprehensively analyzing more complex geographical issues such as "material movement and energy exchange in natural environment" on the basis of the required geographical standards, so it is necessary to have certain knowledge background and logical thinking ability.
The requirements of this Standard for basic knowledge and skills can be grasped from the following aspects. First, in the air-sea interaction, the ocean is the main source of water vapor and heat in the atmosphere, which participates in the whole process of surface material and energy balance and has a far-reaching impact on the formation of global weather and climate. Because seawater is not only a huge heat storage device of the earth, it can adjust the atmospheric temperature and absorb solar radiation energy, but also change the energy and material state during evaporation. Every year, about 450,000 cubic kilometers of seawater in the global ocean is evaporated, and 9 1% of the water vapor generated by sea surface evaporation directly circulates in the ocean and returns to the ocean in the form of precipitation. 9% water vapor participates in the land-sea cycle, is transported to land by the atmosphere, condenses into rain and snow, then falls, becomes the source of land fresh water, and finally injects into the ocean. Second, in the "air-sea" interaction, the atmosphere mainly transfers energy to the ocean in the form of wind. In teaching, we can analyze and explain the wind and ocean currents as cases, and echo the compulsory module content standard "Summarize the distribution law of ocean currents in the world with maps and explain the influence of ocean currents on geographical environment" to guide students to deepen their understanding of the distribution law of ocean currents in the world. Thirdly, students are required to understand the geographical significance of "air-sea" interaction through chart analysis, so as to deepen their understanding of the basic principles such as the integrity of geographical environment and the flow of matter and energy between the earth's spheres.
(4) Briefly describe the El Ni? o and La Ni? a phenomena and their impacts on the global climate.
This article "Standard" is a further extension of the previous article "Standard". That is, it is necessary to further analyze and discuss the impact of abnormal air-sea interaction on global climate (especially hydrothermal changes). For this "standard", we must focus on two issues: first, what are the phenomena of El Ni? o and La Ni? a; The second is to comprehensively analyze the possible impact of El Ni? o and La Ni? a phenomena on global weather and climate by looking at pictures.
(5) Explain the main causes and functions of sea water movement forms such as waves, tides and ocean currents.
Waves, tides and ocean currents are the three main forms of seawater movement. Waves usually refer to waves generated by wind in the ocean, including wind waves, swells and nearshore waves, in which wind waves are the most common waves. Tide is a periodic fluctuation phenomenon of seawater under the gravity of the moon and the sun. The compulsory module "Geography 1" also requires the distribution law of ocean currents and its influence on the geographical environment. Here, we mainly know the causes of wind current, compensation current and density current, as well as the role and influence of ocean current on geographical environment.
This "standard" focuses on the analysis of various causes of seawater movement and explains its role and influence on the geographical environment. It can be combined with other "standards" in this course, such as "characteristics of tidal energy and wave energy, development prospect of ocean energy". It is not necessary to cover all the requirements in the Standard. Through case analysis, students' thinking ability and analytical ability can be improved, and students can learn to explain geographical phenomena methodically and logically as thoroughly as possible.
(6) Summarize the main types and characteristics of the coast with maps and landscape pictures.
This "standard" emphasizes "using maps and landscape pictures ...", with obvious purpose, in order to help students start with the graphics and landscape pictures that reflect the coast outline on the map, and reduce the difficulty while cultivating students' ability of analysis and judgment. There are two points to grasp about this "standard". The first thing is to know the main types and characteristics. According to the dominant factors and material composition that shape the coast, the coast can be roughly divided into the following types: 1) erosive coastal jujube, a sea erosion terrain with many twists and turns and common rocks, such as Zhejiang and Fujian in China; The fault coast is located in the east of Taiwan Province Island, China, with a steep bank wall of 360 kilometers, and in some places it is as high as 1.800 meters, making it the highest fault coast in the world. Muddy coastal jujube is mainly formed by accumulation, and tidal action is strong in coastal areas near the Yangtze River estuary in China. Delta coastal dates, such as the fan delta of the Yellow River in China; Biocoastal jujube is distributed in the shallow sea area from the Tropic of Cancer to the equator, divided into coral reef coast and mangrove coast, and distributed in Guangdong, Guangxi and Hainan Island in China.
Secondly, in the application ability of maps and landscape pictures, students are required not only to distinguish typical coastal types from landscape pictures, but also to read large-scale topographic maps, analyze and explain rocky coasts and sandy coasts, and explain biological coasts such as coral reefs and coasts according to legends and geographical features.
In addition, teachers can also guide students to actively explore its formation conditions, main processes, development and change direction and development and utilization prospects according to local conditions from the different characteristics of coastal types. Pave the way for the implementation of the next "standard".
(7) List the main ways of coastal zone development and utilization.
The zone where the ocean and the land contact and interact with each other is called the coast. The coast is linear on the map, so it is called coastline. In fact, the coast of Shanghai is not a line, but a zone with a certain width. It is an area where land and sea meet, including shallow sea area and land area with a certain width. It has a superior geographical position, rich resources and special environment. It is the area with the largest density of human development and utilization activities and the most contradictions, and the environmental pressure is much greater than that in land or marine areas. For example, 40% of the population and more than 40% of the labor force in the United States are concentrated in coastal areas, and most of the fish spawning grounds, water casinos where hundreds of millions of people entertain, and the activity bases of shipping systems are also in this area.
According to the comprehensive survey of coastal zone and tidal flat resources in 1980 ~ 1986, the scope of coastal zone refers to the area extending from the coastline to the land to the-10 ~-15m isobath. However, in China's socio-economic survey and statistics, county-level administrative units or urban areas that occupy the coastline along the coast are regarded as the land scope of the coastal zone. This long and narrow "golden zone" plays an external and internal radiation role. It is not only a hub for transferring new technologies from coastal areas to inland areas, but also a base for China's foreign trade export. Especially from the aspect of ocean development and marching into the ocean, the coastal zone of China is not only a frontier position, but also a logistics supply base.
There are more than 400 million people in the coastal areas of China, and the total industrial and agricultural output value accounts for 60% of the whole country. Judging from the economic development strategy and the actual situation in the coastal areas of China, at present, we mainly focus on the construction of seaports and urban systems, and develop marine transportation, coastal industries, foreign exchange earning agriculture, mariculture, coastal tourism and other industries.
For this "standard", we can grasp it from the following aspects. The first is to understand the connection, difference and scope between coastal zone and coast. The second is to understand the production activities in the coastal zone, including land agriculture and coastal industries in addition to the commonly known marine industry. Thirdly, as a special region, it is of great significance to study the coastal zone, strengthen protection and implement comprehensive management. Schools in coastal areas can guide students to carry out inquiry learning in combination with the actual development and utilization of local coastal areas.
(8) Use data to illustrate the great influence of sea level change on the natural environment and socio-economic development of coastal zone.
The sea level change discussed in this standard mainly refers to the global sea level rise and change caused by climate warming. It is a gradual marine disaster, which brings obvious disasters to coastal areas. Generally, we can grasp the "standard" from the following aspects:
The first is the land submerged by sea level change. More than 40 island countries in the world, most of which are low-lying, will face the danger of being submerged. The coastal areas with developed global economy and the most concentrated population have become the hardest hit areas. Research shows that when the sea level rises above 1 m, cities such as new york, London, Venice, Bangkok, Sydney and Shanghai will all face disasters, and 654,380,200 square kilometers of land along the coast of China will be submerged, and 70 million people will be forced to move in.
Second, coastal erosion and marine meteorological disasters have intensified. Marine erosion and coastal retreat have brought disastrous consequences to beach tourism and leisure places. The main reason of sea level rise is global warming, rising temperature and increasing water vapor content in the atmosphere, which has contributed to the intensification of typhoons, rainstorms and storm surges, making the original design of seawalls, tidal locks and other projects meet the disaster prevention standards and aggravating the disaster situation.
Third, salt water intrusion, water quality deterioration, destruction of resources and ecological environment. Seawater intrusion, rising groundwater level, deterioration of water quality and salinization of land have led to the destruction of resources and ecological environment, and coastal cities that rely on groundwater for water supply are facing new difficulties. In addition, sea level rise has also changed the migration route of some biological populations in the upper reaches, thus affecting the normal growth of the population.
There are only three strategies to deal with global sea level rise: first, build, heighten and strengthen seawalls at all costs and take strict precautions; Second, retreat its edge and abandon the existing coast; The third is to strengthen environmental protection, reduce greenhouse gas emissions and slow down global warming.
On the teaching of this Standard, teachers can also take the form of classroom discussion or "small paper" exchange, use the basic principles of geography and practical cases to guide students to analyze and explain, and at the same time cultivate students' correct environmental ethics and value judgment ability.
2. Ocean development
(1) Describe the characteristics and present situation of the development and utilization of seawater resources, marine chemical resources and seabed mineral resources.
Most of the "standards" in this article are related to the development of marine natural resources with a long history. For example, making salt with seawater has a history of at least 5,000 years in China, as evidenced by the seawater cooking tools found in archaeological relics unearthed along the coast of Fujian. During the Spring and Autumn Period and the Warring States Period, salt production was quite developed. Qi, located in Shandong Peninsula, was once called "Salt Town" and set up a special salt official. Salt is an important source of fiscal revenue. Coastal placers also have the characteristics of wide distribution, many kinds of minerals, large reserves, convenient mining, easy separation and relatively low development investment. Among them, tin ore sand is one of the earliest minerals mined by human beings from the ocean, with large output and mining cost often lower than that on land.
Seawater contains more than 80 kinds of chemical elements, which is called "the largest liquid sediment" on the earth. Seawater resources in a broad sense include marine chemical resources (also known as "seawater chemical resources"). It is estimated that the total volume of seawater in the world is 65.438+0.37 billion cubic kilometers, and the total amount of various salts except water resources is as high as 500 million tons, which is an inexhaustible treasure house of chemical resources for human beings.
The development of seawater resources, first, salt production from seawater and salt chemical industry with sea salt as raw material; The second is the extraction of other chemical elements in seawater; The third is seawater desalination; The fourth is the direct utilization of seawater. China's salt fields are widely distributed, and the natural conditions for sea salt production are superior, and the output ranks first in the world.
Seabed mineral resources can be divided into three categories according to the origin and distribution of deposits: coastal placer, seabed bedrock and deep-sea sedimentary deposits. Seabed bedrock minerals refer to mineral resources existing in consolidated strata under seabed loose sediments, mainly including oil, natural gas, coal mines, iron ore and so on. And the exploitation of submarine oil and gas is the most important. Submarine manganese nodules and polymetallic hydrothermal deposits with a water depth of 2,000-5,000m are the most remarkable natural mineral resources, which will become a stable supply source of human metal resources in the future.
Grasping the "characteristics and present situation of development and utilization" of marine resources in this Standard should contain two meanings at the same time: one is the characteristics and present situation of development and utilization as a traditional industry; Second, as a new industry, we should pay attention to it in teaching. Take the direct utilization of seawater as an example. Traditionally, it is used as environmental sanitation water for mariculture, seedling trafficking, seafood washing, marine fire fighting water, industrial cooling water and toilet flushing. In the emerging marine industry, direct seawater irrigation has great potential. There are tomatoes, cabbages, beets and alfalfa abroad. In China, mangrove salt-tolerant substances were introduced into terrestrial organisms through biotechnology, which improved the salt tolerance of crops and successfully obtained the third generation fruits of cowpea, tomato, pepper and other vegetables. For another example, the exploitation of submarine oil and natural gas, the exploration, mining, storage, transportation, processing and smelting of deep-sea manganese nodules and polymetallic hydrothermal deposits are all emerging high-tech industries, and their development will promote the development of a series of engineering technologies, industries and undertakings such as metallurgy, machinery, electronics, automatic control, positioning and communication navigation, submarine diving and salvage, environmental monitoring and disaster prediction.
(2) Describe the characteristics of tidal energy and wave energy, and the development prospect of ocean energy.
The "standard" of "describing the characteristics of tidal energy and wave energy and the development prospect of ocean energy" can be grasped from the following aspects:
1. Ocean energy resources refer to all kinds of renewable natural energy contained in seawater, mainly including tidal energy, wave energy and ocean current energy generated by seawater movement, seawater temperature difference energy formed between upper and lower seawater in tropical waters, salinity difference energy between seawater and fresh water entering the sea, etc. Among them, tidal energy is the largest marine energy resource in China, mainly concentrated in narrow bays and coastal estuaries in Zhejiang, Fujian and other provinces. Wave energy is the potential energy and kinetic energy contained in the waves generated by the change of sea pressure field and wind field, and its distribution in this sea area is basically consistent with wind resources. In China, the Taiwan Province Strait is the most abundant, followed by Zhejiang, Guangdong, Fujian and Shandong coastal areas. Based on the current characteristics of ocean energy and the present situation of development and utilization in China, the Standard emphasizes tidal energy and wave energy.