What is the relationship between weather and human activities?

Humans live on the earth. In order to survive and develop better, we need to know the living environment of human beings, first of all, we need to know the cosmic environment in which the earth is located. First, many natural phenomena on the earth, only from the earth itself to find the reasons, often can not get a correct and complete conclusion, need to be analyzed from the cosmic environment in which the earth is located. Second, with the progress of science and technology, human beings turn their eyes to space to expand their living space and resource sources. Third, there may be an Earth-like planet in space, where there are highly intelligent life-aliens. Of course, a planet suitable for aliens may also have a cosmic environment similar to Earth.

Scientific outlook on nature and cosmology is an important part of the world outlook. In middle school, knowledge about the universe is mainly taught through geography. Therefore, geography is about the content of the earth's cosmic environment and shoulders the dual tasks of knowledge education and world outlook education. The universe is material, in constant motion and evolution. The earth is a member of the cosmic family, and its material composition, law of motion, occurrence and evolution are all of the same origin as the cosmic environment. Understanding the cosmic environment is conducive to scientific understanding of nature and the universe, breaking feudal superstitions and opposing cults.

To sum up, "understanding the cosmic environment in which the earth is located and its influence on the earth and forming a scientific view of the universe" has become the goal of learning the cosmic environment of the earth. In order to achieve this learning goal, the curriculum standards have chosen "the cosmic environment of the earth", "the earth is an ordinary and special planet in the solar system" and "the influence of the sun on the earth". It can be seen that the curriculum standard does not require a broad understanding of the universe, but focuses on the "cosmic environment in which the earth is located" closely related to the geographical environment. Because the universe is too big, there is no need to pay attention to the parts of the universe that have nothing to do with the earth's environment in geography courses. The cosmic environment has a lot of influence on the earth, and the curriculum standard requires that "the influence of the sun on the earth" be understood by the way of case study, because the sun is the celestial body that has the greatest influence on the earth in the cosmic environment of the earth.

2. Understand the movement characteristics of the earth and its geographical significance.

The movement of the earth is the basis of the formation of geographical environment and the movement and change of various elements of geographical environment, so it is also the basis of geography learning in senior high school. "Understanding the movement characteristics of the earth and its geographical significance" is undoubtedly one of the important learning goals of geography in senior high school. In the compulsory education stage, we also study the movement of the earth, but the requirements are relatively low. Its learning goal is to "understand the movement of the earth and its influence on human activities", that is, we only need to understand the phenomenon. On this basis, the high school stage deepens, emphasizing the regularity of the phenomenon itself and its causes.

3. Understand the composition of the natural environment and form the concept that the natural environment is the basis of human survival and development.

The theme of this module content design is "natural environment and its influence on human activities". No matter from the content of the whole senior high school geography course or from the content of this module, students need to first make clear the spatial scope and composition of the natural environment mentioned in geography. The natural environment mainly refers to the main spatial scope involved in human activities. It is a surface system of the earth, which consists of the atmosphere, hydrosphere, biosphere and lithosphere alternately overlapping from the tropopause of the atmosphere to the asthenosphere of rocks. Therefore, the content of the earth sphere structure is arranged in the curriculum standard.

Students' scientific concept of sustainable development of human and land has gradually formed, and one of the basic concepts is that "the natural environment is the foundation of human survival and development". Only by understanding and respecting nature can we realize the coordinated and sustainable development of man and land. Geography study in compulsory education stage has laid a necessary foundation for students to initially form this concept, while senior high school stage needs to strengthen students' concept through systematic study. Why is the natural environment the basis of human survival and development? To answer this question, we need to analyze it from many aspects. The curriculum standard follows the general cognitive method of geography, arranges relevant contents from three aspects: natural conditions, natural resources and natural disasters, and expounds the influence of natural environment on human activities.

4. Learn to analyze the basic processes of material movement and energy exchange in the natural environment and explain their influence on the geographical environment.

Understanding the natural environment is the main content of Geography 1. This module involves meteorological climate, geology and geomorphology, hydrology, biology, soil and other contents in natural geography. Physical geography has a rigorous and huge discipline system, and it will be difficult to make a choice if we consider the content to be studied in high school from the discipline system. From the main line of man-land relationship, learning the natural environment is mainly to understand the geographical environment. Therefore, it is not necessary for all departments of physical geography to study the natural environment systematically, but to grasp the natural environment as a whole. Therefore, by studying the natural environment, one of students' goals is to learn to analyze the basic natural geographical processes that have a profound impact on the geographical environment (mainly reflected in the material movement and energy exchange in the natural environment).

The material movement and energy exchange in the natural environment are very complicated. What processes should be regarded as the "basic processes" that high school students must learn? First, these processes are extensive (global) in the natural environment; Secondly, these processes have an important impact on the formation and evolution of geographical environment, thus having a far-reaching impact on human activities; Third, for high school students, these processes will not become learning obstacles because the knowledge involved is too deep and difficult. Therefore, the material cycle, atmospheric cycle, water cycle and ocean cycle in the crust are selected in the curriculum standards. In order to facilitate students to understand the four processes of material circulation and energy exchange, the curriculum standard also selects some basic physical geography principles, including the causes of surface morphological changes, atmospheric heating process, weather system and so on.

5. Understand the integrity and differences of the natural environment.

Integrity and difference are two basic characteristics of natural environment. Understanding these two characteristics is not only conducive to understanding the interrelationship and regional differentiation of various elements of the natural environment, but also has important guiding significance for human activities. For example, the comprehensive management of river basins reflects the understanding of the integrity of the natural environment, while adapting measures to local conditions reflects the understanding of the differences of the natural environment.

The natural environment consists of climate, hydrology, rocks, landforms, biology and other elements. The interaction of elements forms the integrity of the natural environment, and the difference of regional distribution of elements forms the difference of the natural environment. It can be seen that the integrity and difference can be analyzed from the perspective of various elements of the natural environment. Therefore, before the curriculum standards put forward requirements for the integrity and differences of the natural environment and its causes, they also put forward requirements for the role of natural geographical elements in the formation and evolution of the natural environment.

(1) Master the requirements of each "standard" in this module.

◆ The earth in the universe ◆

(1) Describe the cosmic environment in which the earth is located, and use data to show that the earth is an ordinary and special planet in the solar system.

The cosmic environment in which the earth is located refers to the cosmic environment centered on the earth, which can be understood from both macro and micro levels. Macroscopically, it refers to the position of the earth in the celestial system, that is, the earth-moon system-solar system-galaxy-total galaxy; Microscopically, it refers to the position of the earth in the solar system. The purpose of understanding the earth's cosmic environment is not to systematically learn astronomical knowledge, but to lay the foundation for understanding that the earth is an ordinary and special planet in the solar system. Among the nine planets in the solar system, the earth is only an ordinary member in mass, volume and motion, but the existence of life, especially advanced intelligent life, makes the earth a special member of the solar system. Obviously, why the earth is suitable for life is the key requirement of this "standard".

Judging from the design of this "standard", it shows that the reasons for the existence of life on the earth should be analyzed not only from the conditions of the earth itself and interplanetary space, but also from the conditions of interstellar space. The "standard" limits the particularity of the earth in the solar system, suggesting that there may be living planets outside the solar system. In fact, human beings have been trying to find "aliens", and dozens of planets that may have life have been discovered outside the solar system.

According to the requirements of this Standard, students should use relevant materials to explain when analyzing the generality and particularity of the earth. These data include the comparative data of nine planets in the solar system, the position map of the earth in the solar system, and the conditions of the earth itself.

(2) Briefly describe the influence of the sun on the earth.

This "standard" takes the sun as a case to illustrate the influence of the cosmic environment on the earth. The influence of the sun on the earth is manifold. Judging from the impact on geographical environment and human activities, this "standard" mainly focuses on the impact of solar radiation on the earth and the impact of solar activities on the earth. To grasp the "standard" of this article, we should pay attention to the following points. First of all, the focus of attention is not the solar radiation and solar activity itself, but their impact on the earth. Therefore, the energy source and transmission of solar radiation, various solar activities and their causes, the internal structure of the sun and the atmospheric structure do not need to be analyzed in detail, or even involved. However, in order to explain the impact on the earth, it is necessary to clarify the main characteristics and basic laws of solar radiation and solar activity. Second, "influence" should be discussed from two aspects: geographical environment and human activities. Because the scope of "influence" is too wide, the main influence can be illustrated by examples. Third, we should look at the influence of the cosmic environment on the earth dialectically. Generally speaking, the influence of solar radiation is favorable, and the influence of solar activity is unfavorable; Further analysis shows that solar radiation also has adverse effects (such as excessive ultraviolet radiation), and solar activities will also have beneficial effects (such as the impact of solar activities on climate, etc.).

(3) Analyze the geographical significance of the earth movement.

The earth movement and its geographical significance are the important basic theories of this module, which are of great significance for understanding the material movement and energy exchange in the natural environment, the integrity and difference of the natural environment, and the influence of the natural environment on human activities. The verb "analysis" in this article "standard" means that the requirements of this article "standard" should be raised from the level of understanding phenomena in compulsory education to the level of understanding laws and reasons.

At the same time, the earth has different forms of movement, such as rotating around the earth's axis, revolving around the sun, and participating in the movement of the Milky Way with the sun. Even the revolution is not a simple elliptical movement around the sun, but a movement around the geological center of the sun and the geological center of the moon. In middle school, only two basic forms of motion of the earth are generally studied-rotation around the earth axis and revolution around the sun.

To analyze the geographical significance of the earth movement, we need to know the law of the earth movement. On the one hand, according to different reference systems, the earth's motion can be divided into apparent motion and true motion. On the other hand, the rotation and revolution of the earth are carried out at the same time, and the two movements are superimposed to form the movement of the earth. Therefore, we should pay attention to the relationship between the earth's rotation and revolution and avoid analyzing a certain movement in isolation.

The geographical phenomena caused by the earth's movement mainly include the alternation of day and night and the time difference, the deflection of the moving direction of the horizontal moving objects on the surface, the change of the height of the sun at noon, the change of the length of day and night, the change of seasons and the five zones. From the cause analysis, a considerable part of these geographical phenomena are formed by the rotation and revolution of the earth. The yellow-red intersection formed by the revolution of nature and the earth determines the regression movement of the direct point of the sun on the surface of the earth, which leads to the changes of the height of the sun at noon and the length of day and night, thus forming four seasons and five zones.

This "standard" requires an analysis of the geographical significance of the earth's movement. Therefore, we should not only analyze the causes of the above phenomena, but also analyze the significance of these phenomena to the formation and change of geographical environment and human activities, and the latter is more important. Among them, the reason why horizontally moving objects deflect on the surface (the formation of geostrophic deflection force) is not required in the Standard because it involves deep physical knowledge.

(4) Tell the earth's circle structure and summarize the main features of each circle.

The "standard" of this article has both explicit and implicit requirements. The dominant requirement is to understand the structure and characteristics of the earth from a macro perspective. The earth presents a circular structure, which can be divided into an inner circle and an outer circle. The inner layer includes crust, mantle and core, and the outer layer includes atmosphere, hydrosphere and biosphere. The lithosphere is a circle between the inner and outer spheres, including the crust and the top of the upper mantle, that is, the solid rock part above the asthenosphere.

The implicit requirement of this "standard" is to understand the composition of the natural environment, which is also the fundamental requirement. The theme of this unit is "natural environment and its influence on human activities". After understanding "the earth in the universe", a basic question is "what is the natural environment". Based on the idea of "cosmic environment-earth-natural environment", this "standard" aims to understand the composition of natural environment on the basis of macroscopic understanding of the structure of the earth sphere, that is, to understand the natural environment in the structure of the earth sphere in space.

The natural environment can be understood from both macro and micro levels. From a macro perspective, according to the research of modern physical geography, the natural environment refers to the earth's surface system, which is formed by the intersection of lithosphere, atmosphere, hydrosphere and biosphere. Man is a part of the biosphere. In order to emphasize the importance and particularity of human beings, someone picked out a "wisdom circle" and there were five circles. From the micro level (if implemented in a certain area), the natural environment is composed of rocks, landforms, soil, climate, hydrology, biology and other elements.

From the point of view of the relationship between man and land, this standard behavior verb is "speak out" (with low requirements), and it is not necessary to have a deep understanding of each circle, but only to grasp its main characteristics and contents closely related to human activities.

On the basis of natural environment, human beings have created humanistic environment (also called social environment) through long-term activities, and the natural environment and humanistic environment together constitute the geographical environment. It can be seen that the spatial scope of the geographical environment is consistent with the natural environment.

Material Movement and Energy Exchange in Natural Environment

(1) illustrates the material circulation process in the earth's crust with a schematic diagram.

The object of this "standard" is one of the elements of the natural environment-rock, which requires the focus on the material cycle in the earth's crust, with the aim of looking at the formation and evolution of rocks from the perspective of material cycle movement.

The earth's crust is composed of rocks, and the materials inside the earth's crust can be understood as rocks. To explain the circulation process of materials in the earth's crust, we must first understand the classification of materials in the earth's crust-rocks, that is, rocks are divided into magmatic rocks, sedimentary rocks and metamorphic rocks. Secondly, it is necessary to know how each type of rock is formed, which involves various geological processes, but generally it is not necessary to delve into the causes of the three types of rocks. Third, understand the mutual transformation between three kinds of rocks-magmatic rocks, sedimentary rocks and metamorphic rocks, and between them and magma. This is the focus of this "standard" requirement. Fourth, from the perspective of "process", we should grasp the starting point, end point and order of transformation, and form a "circular" understanding from this process.

According to the requirements of this Standard, students should be able to read the Schematic Diagram of Crustal Material Circulation skillfully, and at the same time draw a simple schematic diagram to explain the cycle process of crustal material. Such a schematic diagram should not only draw three kinds of rocks and magma, but also reflect the transformation process between them, such as magma upwelling underground or spouting out of the surface and transforming into magmatic rocks, rocks transforming into sedimentary rocks under external force, magmatic rocks and sedimentary rocks transforming into metamorphic rocks under pressure and heat, and all kinds of rocks remelting into magma in the deep underground.

The "standard" of this article does not specify the contents of crust, rocks and geological processes. Therefore, it is best not to involve unnecessary knowledge in understanding the material circulation inside the crust. However, starting from the main line of man-land relationship, when introducing the formation and transformation of rocks, we should contact the development and utilization of rocks by human beings. Rock is composed of minerals, and all the mineral resources used by human beings on a large scale come from minerals. Therefore, minerals, minerals and other contents can be introduced appropriately according to conditions.

(2) Combined with examples, the internal and external factors causing surface morphology changes are analyzed.

The object of this Standard is landform, which is one of the components of the natural environment, and the focus of the requirements is the change of landform and its reasons. There are different conceptual explanations about surface morphology.

There are usually two understandings of surface morphology. One is topography, such as plateaus and basins. Macroscopically, it is the result of the comprehensive action of internal and external forces; Secondly, the geomorphology understood from the micro-genesis, such as flowing water geomorphology and sandstorm geomorphology, is mainly formed by external forces. The National Committee for the Examination and Approval of Natural Science Terminology, in its Geographical Terminology (Science Press, 1989), combined landforms and landforms into landforms (also known as landforms).

The change of surface morphology can be explained from three aspects. The first is global tectonics, which explains the distribution and changes of global land and sea, alpine system and the Great Rift Valley in East Africa. Generally, it is explained by global tectonic theory such as plate tectonic theory. The second is regional tectonics, which focuses on the geological structure and surface morphology formed by internal forces to explain the reasons for the uneven surface. Generally, folds and faults and their relationship with surface morphology are used to explain them. The third is the surface morphology further formed on the basis of geotectonics, which shows the change of surface morphology again. Generally, it is mainly explained by external forces such as running water, wind and glaciers and the surface morphology formed by them.

Judging from the requirements of this Standard, the key point is to analyze the causes of surface morphology changes, so that students can understand surface morphology from two aspects. On the one hand, from the point of view of movement and change, surface morphology, that is, surface morphology has been in constant movement and change. On the other hand, from a comprehensive point of view, surface morphology, that is, internal forces create the skeleton of surface morphology, and external forces reshape the skeleton of surface morphology; The surface morphology we see is the product of long-term interaction between internal and external forces. At the same time, learn to analyze the common surface morphology and the main reasons for its change (internal force or external force). Based on this requirement, it is not necessary to comprehensively and systematically introduce landforms formed by various geological processes or types of landforms in teaching, but to analyze them with examples (that is, "combined examples" required by "standards").

(3) Illustrate the heating process of the atmosphere with charts.

This paper and the last two "standards" focus on the atmosphere, which is one of the elements of the natural environment. This "standard" aims to understand the basic principles that lead to atmospheric movement and lay a theoretical foundation for future research on atmospheric circulation, weather system and global climate change.

Although this "standard" is short, it requires a lot of content. Looking at various atmospheric "standards", we can grasp this "standard" from the following aspects. First, as an element of the natural environment, the "atmosphere" in the Standard refers to the lower atmosphere, and its height does not exceed the tropopause. Second, to understand the heating of the atmosphere, it is necessary to clarify the heat source in the atmosphere, that is, the source of energy that causes atmospheric motion. Solar radiation is the fundamental heat source of the atmosphere, and the ground (including land surface and sea surface) is the direct heat source of the atmosphere. Third, the process of atmospheric heating is actually a process of mutual transformation among solar radiation, ground radiation and atmospheric radiation. Among them, the atmospheric greenhouse effect and its function are the basic principles that need to be emphasized. Fourthly, studying the process of atmospheric heating is the basis of understanding atmospheric motion, so atmospheric thermodynamic cycle is another basic principle that needs to be expounded. Atmospheric thermal cycle is the result of uneven atmospheric heating. The uneven heating of the atmosphere is mainly caused by the latitude difference of solar radiation and the thermal properties difference of the underlying surface. The uneven heating of the atmosphere is the main cause of atmospheric motion, and the atmospheric thermal circulation is the theoretical basis for understanding many types of atmospheric motion. From urban heat island circulation to global atmospheric circulation, it can be explained by the principle of atmospheric thermodynamic circulation. Fifth, to learn and explain the process of atmospheric heating, we need to borrow some schematic diagrams, such as the schematic diagram of atmospheric greenhouse effect and the schematic diagram of the formation of atmospheric thermodynamic cycle.

(4) Draw a schematic diagram of the global distribution of the pressure belt and the wind belt, and tell the distribution and movement law of the pressure belt and the wind belt and their influence on the climate.

This standard mainly focuses on global atmospheric circulation and its impact on climate. Global atmospheric circulation is one of the important forms of material movement and energy exchange in the natural environment, and plays an important role in the formation and development of the natural environment (the impact on water, heat, dust, landforms, climate, etc.). ).

There are seven pressure belts and six wind belts in the world. Understanding the formation and distribution of these pressure zones and wind zones can be explained by three-circle circulation. There are two foundations to understand the three-circle circulation, one is the atmospheric thermal circulation, and the other is the formation of wind and the change of wind direction. The direct cause of wind formation is the horizontal pressure gradient force, and the wind direction near the ground is the result of the joint action of pressure gradient force, friction force and geostrophic deflection force. The Standard focuses on the formation of pressure belts and wind belts on the earth's surface, and there is no requirement for the pressure and wind direction at high altitude in the three-circle circulation. Three-circle circulation is an ideal model under the assumption of uniform earth surface. In fact, the distribution of pressure zone and wind zone near the ground is discontinuous and forms the pressure center. On the basis of the three circulations, it is necessary to understand the actual situation of sea level pressure and wind, so as to integrate theory with practice.

The pressure belt and the wind belt also move periodically with the seasons in a year, and the fundamental reason is the regression movement of the direct point of the sun. Therefore, the general model diagram or schematic diagram shows the average distribution of global pressure zone and wind zone. Based on this situation, the pressure belt and wind belt generally move northward in summer and southward in winter.

Based on the distribution and movement of pressure belt and wind belt, the global complex and diverse climate is formed by the superposition of land and sea position and underlying surface. This is the basic understanding that students need to form. The influence of the distribution and movement of pressure belt and wind belt on climate is explained in detail. Through examples, it is not required to describe the causes of climate types systematically. Good examples of the influence of pressure belt and wind belt distribution on climate are tropical rainforest climate (controlled by equatorial low pressure belt all year round) and temperate maritime climate (controlled by westerly belt all year round); Good examples of the influence of movement law on climate are savanna climate (alternately controlling the trade winds and equatorial low pressure belts), Mediterranean climate (alternately controlling the subtropical high pressure belts and westerly belts) and southwest monsoon (in summer, the southeast trade winds move northward across the equator and are deflected by the ground).

According to the requirements of this Standard, students should be able to skillfully read and draw the global distribution and seasonal movement of pressure belts and wind belts.

(5) Using the simple weather map, the characteristics of weather systems such as front, low pressure and high pressure are briefly analyzed.

Weather map is something that students and future citizens will often come into contact with in modern society. This "standard" aims to enable students to read and simply analyze weather maps and explain weather changes.

Weather map is a professional image used to reflect weather conditions and predict weather changes, involving fronts, troughs of low pressure, ridges of high pressure, shear lines and other weather systems. People often come into contact with simple weather maps played on TV programs. The "standard" in this paper refers to this simple weather map. The required weather system mainly includes common front (including cold and warm front), low pressure (including trough of low pressure) and high pressure (including ridge of high pressure), and only pays attention to the weather map of sea level. There is no need for high-altitude weather maps here.

The characteristics of various weather systems can be analyzed from the aspects of temperature, air pressure, humidity (including precipitation) and wind, so as to synthesize the weather conditions under the control of various weather systems. Furthermore, it is the key to understand the weather changes before and after the weather system moves, which is to analyze the weather conditions and make weather forecasts by using weather maps. Learning weather systems, especially fronts, needs to introduce the concept of air mass, but in order to simplify knowledge clues, there is no requirement for other concepts (such as cyclones and anticyclones). To grasp the "standard" of this article, we should also pay attention to the following issues: First, proceed from people's daily needs to avoid increasing the difficulty of knowledge; Second, pay attention to the main weather systems that affect China, and make an appropriate analysis with relevant weather examples, such as fronts; Third, different regions should pay attention to the important weather systems that affect their own regions, such as the quasi-static front of Kunming in Yunnan-Guizhou Plateau.

(6) Describe the process and main links of water cycle with schematic diagram, and explain the geographical significance of water cycle.

This paper and the next "standard" focus on water, one of the components of the natural environment. This "standard" aims to understand the circular movement of water in nature and its influence on the natural environment and human activities.

Generally, the water cycle is divided into three types according to its spatial scope: land-sea cycle (also known as large cycle), land-based internal cycle and ocean internal cycle. The Standard does not require such a division of the water cycle, nor does it require the concept of three cycles, but requires that the processes and links of the three cycles be integrated in a schematic diagram, so that students can fully grasp the water cycle.

The process of water cycle refers to the transformation of water between land, ocean and atmosphere; Link refers to the way to realize the circular movement of water, mainly including precipitation, evaporation (transpiration), runoff, water vapor transportation and so on. According to the requirements of the Standard, students should be able to tell the circulation process of water in nature through the interconnection of main links in the form of schematic diagrams.

The geographical significance of water cycle is the focus of this standard, which is "descriptive" and different from the general requirements for processes and links to some extent. The geographical significance of the water cycle is to maintain the dynamic balance between water bodies on the earth and make the fresh water resources constantly updated. Secondly, the water cycle promotes the material movement and energy exchange in nature, and has a far-reaching impact on ecology, climate and landforms. In the study of the geographical significance of the water cycle, we should pay attention to forming some basic understandings, such as the water cycle connecting the hydrosphere, lithosphere, atmosphere and hydrosphere; Water is one of the most active factors in nature. Water resources are constantly updated, but they are not inexhaustible.

Judging from this article and the next "standard", although this "standard" has expanded its vision to the hydrosphere, its foothold is on land. Therefore, we should pay attention to the relationship between land water body (the link of water cycle), water resources and their renewal, and the influence of water cycle on climate, ecology and landform.

(7) Using the map, summarize the global ocean current distribution law and explain the influence of ocean current on the geographical environment.

This "standard" focuses on the water in the hydrosphere. Seawater is the most important water body on the earth and the most important source of water vapor and heat in the atmosphere. Regarding seawater, the traditional geography curriculum in senior high school requires more contents, such as the temperature, salinity and various forms of movement of seawater. Considering the significance to the natural environment and human activities, the curriculum standard abandons the content about the nature of seawater (such as temperature and salinity) and only pays attention to ocean current, one of the most important forms of seawater movement in the environment.

This standard divides the study of ocean currents into two aspects: "the distribution law of ocean currents in the world" and "the influence of ocean currents on geographical environment", thus greatly simplifying the knowledge about ocean currents in traditional high school geography. From the internal relationship of knowledge, "the influence of ocean currents on geographical environment" is the purpose of learning, while "the distribution law of ocean currents around the world" is the basis of knowledge.

After careful analysis of this "standard", we can draw the following conclusions. First, learning should be carried out on maps, and the most important thing is the world ocean current map, in addition to the world fishery map and the world climate map. Secondly, by reading the World Ocean Current Distribution Map, the general law of ocean current distribution in the world is summarized, that is, the ocean circulation is centered on the subtropical zone and the sub-polar zone respectively. Among them, there is no ocean circulation in high latitudes in the southern hemisphere, but there is a continuous circumpolar current in west wind drift and Antarctica. Thirdly, by reading the World Ocean Current Distribution Map and related maps, the influence of ocean current on global heat transport, coastal climate, fishing grounds, marine pollution and traffic is analyzed.

The following three issues should be paid attention to when this article is "standard". First, on the basis of reading the distribution map of world ocean currents, we can model the distribution of world ocean currents, thus strengthening the grasp of the distribution law of world ocean currents and laying a solid foundation for analyzing the influence of ocean currents on the geographical environment. Second, there is generally no need to deepen and expand the knowledge of ocean currents. For example, the causes of ocean currents do not need systematic description, and the names of wind current, density current and compensation current do not appear, as long as they can explain the distribution law of global ocean currents; Some sea areas (such as the North Indian Ocean) don't need to know about seasonal ocean currents. Third, you don't have to remember the names of ocean currents, but in order to analyze the impact of ocean currents on the geographical environment, you should understand the nature of ocean currents (warm currents or cold currents) at different latitudes on both sides of the mainland.

Integrity and difference in the natural environment

(1) Give an example to illustrate the role of a natural geographical element in the formation and evolution of geographical environment.

The integrity and difference of natural environment is the summary and improvement of physical geography in senior high school, and it is the basis for understanding the rationality of human activities and correctly handling the relationship between man and land. From the perspective of space, the integrity and difference of the natural environment exist objectively, but from the perspective of time, the natural environment is constantly developing and changing. Human activities should not only follow the integrity and differences of the natural environment, but also predict the development trend of the natural environment affected by human activities. The integrity and difference of the natural environment are formed by the comprehensive action of various natural geographical elements, and human activities often target a certain natural geographical element and then affect the natural environment. Therefore, before the curriculum standard requires to understand the integrity and differences of the natural environment, this "standard" requires to understand the role of natural geographical elements in the geographical environment.

In the geographical environment that people can perceive, physical geographical elements are interrelated and interactive, so it is difficult to explain the role of a physical geographical element in the geographical environment. Therefore, the Standard extends its perspective to the geological historical period, and requires us to understand the functions of various natural geographical elements in the geographical environment from the perspective of the formation and evolution of the geographical environment, and make analogy to the geographical environment where people live now. Of course, the learning purpose of this Standard is to let students know the importance of any physical geographical element to the geographical environment, rather than systematically understand the role of each physical geographical element to the geographical environment, so the Standard requires "examples".

Among the physical geographical elements, although this "standard" does not clearly point out the object of example, in general, biological (especially plant) elements should be a choice for example. Because, first of all, among the natural geographical elements, rocks, landforms, atmosphere, hydrology and other elements have corresponding "standard" requirements, while biological elements do not.