What impact will it have on the earth's climate?

Humans live on the earth. In order to survive and develop better, we need to understand the living environment of human beings. First of all, we must know the cosmic environment in which the earth is located. First, many natural phenomena on the earth are often unable to get correct and complete conclusions only from the earth itself, and we need to analyze them 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 planets similar to the earth 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, talking about the geography of the earth's cosmic environment 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. To understand the cosmic environment, it is necessary to understand the cosmic environment.

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 "closely related to the geographical environment". The influence of the cosmic environment on the earth is multifaceted, and the curriculum standard requires understanding the "influence of the sun on the earth" with the idea 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. Compulsory education also studies 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, to understand only phenomena. High school is based on this, emphasizing the regularity of the phenomenon itself.

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 the content design of this module is "natural environment and its influence on human activities". Whether from the content of the whole senior high school geography curriculum or from the content of this module, students need to be clear about the spatial scope and composition of the natural environment mentioned in geography. The natural environment mainly refers to the main spatial range involved in human activities, that is, from the top to the bottom of the troposphere, the earth's surface system is composed of the atmosphere, hydrosphere, biosphere and lithosphere.

Students' views on man-earth science and sustainable development are gradually formed. 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 form this concept initially, but it still needs systematic study in senior high school. In order to strengthen students' ideas, 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. If we consider what high school should learn from the discipline system, it will be difficult to make a choice. From the main line of man-land relationship, learning the natural environment is mainly to understand the geographical environment. Therefore, it is not necessary to study according to the system of physical geography, but to grasp the natural environment as a whole. Therefore, through the study of natural environment, one of the goals of students 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 these 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, integrated watershed management 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 regional distribution difference of elements forms the difference of the natural environment. It can be seen that both wholeness and difference can be analyzed from the perspective of natural environmental factors. Therefore, before putting forward the requirements for the integrity and differences of the natural environment and its causes, the curriculum standard also puts forward 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-milky way-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 is the earth suitable for life?

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 interstellar 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 have discovered dozens of planets with life outside our solar system.

According to the requirements of this standard, students should use relevant data to explain the generality and particularity of the earth, such as the comparative data of the 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 an example to illustrate the influence of the cosmic environment on the earth. The influence of the sun on the earth is manifold. From the impact on geographical environment and human activities, the standard mainly focuses on the impact of solar radiation on the earth and the impact of solar activities on the earth. To grasp this standard, we should pay attention to the following points. First, the focus of attention is not the solar radiation and solar activity itself, but their impact on the earth. 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 the 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 behavioral verb in the standard is "analysis", which indicates that the requirement of the 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 revolution is not a simple elliptical motion around the sun, but also the geological center around the sun and the moon. In middle school, I usually only learn two basic forms of motion of the earth-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 movement of the earth is different from the real movement. On the other hand, the earth rotates and revolves at the same time, and the two movements are superimposed and synthesized. 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, time difference, the deflection of the moving direction of horizontally moving objects on the earth's surface, the change of the height of the sun at noon, the change of the length of day and night, the alternation of four 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 nature and revolution of the earth form the intersection angle of yellow and red, which determines the regression movement of the direct point of the sun on the surface of the earth, and leads to the changes of the height of the sun at noon and the length of the day.

This "standard" requires an analysis of the geographical significance of the earth's movement. Therefore, it is necessary to analyze not only the causes of the above phenomena, but also 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 cause of the deflection of the horizontal moving object on the surface (the formation of geostrophic deflection force) is not stipulated in the Standard, because it involves deep physical knowledge.

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

There are explicit and implicit requirements in this standard. The clear requirement is to understand the structure and characteristics of the earth from a macro perspective. The earth presents a ring structure, which can be divided into an inner ring and an outer ring. The inner ring includes crust, mantle and core, while the outer ring includes atmosphere, hydrosphere and biosphere. The lithosphere is a ring between the inner ring and the outer ring, including the crust and the top of the upper mantle, that is, the solid rock 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". The standard aims to understand the structure of the earth's sphere from a macro perspective with the understanding idea of "cosmic environment-earth-natural environment"

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. Some people have created a "wisdom circle" to emphasize the importance and particularity of people, so there are five circles. From the micro level,

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, only to grasp its main characteristics and the content 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.

This "standard" takes rocks, one of the elements of the natural environment, as the research object, focusing on the material cycle in the crust, with the aim of looking at the formation and evolution of rocks from the point of view of material cycle movement.

The earth's crust is made of rocks, and the substances in 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, that is, rocks are divided into magmatic rocks, sedimentary rocks and metamorphic rocks. Secondly, we must understand how each type of rock is formed, which involves various geological processes, but generally speaking, it is not necessary to discuss the causes of the three types of rocks in detail. Thirdly, we must understand three types of rocks-magmatic rocks and metamorphic rocks. And their transformation with magma, which is the focus of this standard. 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 skillfully read the "schematic diagram of material circulation in the crust" and draw a simple schematic diagram to explain the circulation process of crustal materials. Such a schematic diagram should not only draw three kinds of rocks and magma, but also reflect the transformation process between them. For example, magma rushes underground or gushes out of the surface to transform into magmatic rocks, rocks are transformed into sedimentary rocks under the action of external forces, magmatic rocks and sedimentary rocks are transformed into metamorphic rocks under the action of pressure and heat, and all kinds of rocks are underground.

This "standard" does not specify the contents of the crust, rocks and geological processes, so it is best not to involve those unnecessary knowledge for understanding the material cycle in 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.

This Standard focuses on geomorphology, one of the elements of natural environment, and requires the focus on the changes of geomorphology and its causes. There are different conceptual explanations about surface morphology.

There are usually two understandings about surface morphology. One is that the topography such as plateau and basin is the result of the comprehensive action of internal force and external force; Secondly, the geomorphology understood from the micro-genesis, such as flowing water geomorphology and sandstorm geomorphology, is mainly formed by external forces. In Geographical Terminology published by the National Natural Science Examination and Approval Committee (Science Press, 1989), landforms and landforms are collectively called landforms (also called 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, mountains and the Great Rift Valley in East Africa. It is generally explained by global tectonic theories such as plate tectonics. The second is regional tectonics, which focuses on the geological structure and surface morphology formed by internal forces. In order to explain the reasons of surface unevenness, folds and faults and their relationship with surface morphology are generally used to explain. The third is the surface morphology further formed on the basis of geotectonics to explain the changes of surface morphology. Generally, it is explained by external forces such as running water, wind and glaciers and the surface morphology formed by them.

According to the requirements of this standard, the reasons of surface morphology change are analyzed emphatically, so that students can understand surface morphology from two aspects. On the one hand, they look at the surface morphology from the perspective of movement and change, that is, the surface morphology has been constantly moving and changing. On the other hand, they look at the surface morphology from a comprehensive perspective, that is, internal forces create the skeleton of the surface morphology, while external forces reshape the skeleton of the surface morphology. The surface morphology we see is the product of long-term interaction between internal and external forces. At the same time, we should learn to analyze the common surface morphology and the main reasons for its changes (internal or external forces). Based on this requirement, it is not necessary to comprehensively and systematically introduce the 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 article "standard" aims to understand the basic principles that lead to atmospheric motion 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 all kinds of "standards" about the atmosphere comprehensively, 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 make clear the heat source of the atmosphere, that is, the ground (including land surface and sea surface) is the direct heat source of the atmosphere. Third, the atmospheric heating process 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 atmospheric heating process is to lay the foundation for understanding the atmospheric movement. Therefore, the atmospheric thermal cycle is another basic principle that needs to be expounded. Atmospheric thermal cycle is the result of uneven heating of the atmosphere. The uneven heating of the atmosphere is mainly caused by the latitude difference of solar radiation and the thermal properties 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 various 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, it is necessary to learn and explain the process of atmospheric heating.

(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 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 (its influence on water, heat, dust, landform, 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 horizontal pressure gradient force, and the wind direction near the ground is the result of simultaneous action of pressure gradient force, friction force and geostrophic deflection force. The "standard" is about. There is no requirement for air 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, forming the pressure center. On the basis of three circulations, it is necessary to understand the actual situation of sea level pressure and wind force, so as to integrate theory with practice.

In a year, the pressure belt and the wind belt also move periodically with the seasons, and the fundamental reason is the regression movement of the direct point of the sun. So the general model diagram or schematic diagram shows the average distribution of pressure zone and wind zone around the world. 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, underlying surface and other factors. This is the basic understanding that students need to form. To specifically explain the influence of the distribution and movement of pressure zone and wind zone on climate, we can give an example to illustrate that it is not necessary to systematically describe the causes of climate types. A good example is the tropical rain forest climate (influenced by equatorial low pressure all the year round). Good examples are the tropical grassland climate (alternately controlled by trade winds and equatorial low pressure belts), the Mediterranean climate (alternately controlled by subtropical high pressure belts and westerly winds) and the southwest monsoon (the southeast trade winds move northward across the equator in summer and are deflected by the geostrophic rotation).

According to the requirements of this standard, students should be able to read and draw a schematic diagram of the distribution and seasonal movement of global 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.

Students and future citizens in modern society are often exposed to weather maps. The purpose of this standard is 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 forecast weather changes, involving various weather systems such as fronts, low pressure troughs, high pressure ridges and shear lines. People often come into contact with simple weather maps played on TV programs. This standard refers to such simple weather charts, and the required weather systems are mainly common fronts (including troughs), low pressures (including troughs) and high pressures.

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. It is the key to analyze the weather conditions and forecast the weather by using weather maps. Learning weather system, especially front, needs to introduce the concept of air mass, but for other concepts (such as cyclone and anticyclone), it is "standard". 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 article and the next "standard" focus on one of the elements of the natural environment-water. The "standard" of this paper aims to understand the circular movement of water in nature and its influence on the natural environment and human activities.

Water cycle is generally divided into three types according to its spatial scope: land-sea cycle, land-based internal cycle and sea-based internal cycle. The Standard does not require such a division of the water cycle, nor does it require the concept of three cycles. Instead, it requires that the process 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 in the form of schematic diagram through the interconnection of the main links.

The geographical significance of the water cycle is the focus of this standard, which requires it to be "descriptive", which is 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 profound impact on ecology, climate and landforms. It has geographical significance to the water cycle. 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 article Standard extends 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. As for seawater, the traditional high school geography curriculum requires more contents, such as the temperature and salinity of seawater and various forms of exercise. Considering the significance of curriculum standards to the natural environment and human activities, it is most meaningful to give up the content about seawater properties (such as temperature and salinity) and only pay attention to 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", which greatly simplifies 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 in the world" is the knowledge base.

After careful analysis of this standard, we can draw the following conclusions. First, the research should be carried out on the map, and the most important thing is the world ocean current distribution map, in addition to the world fishery distribution map and the world climate distribution map. Secondly, by reading the world ocean current distribution map, we can conclude the general law of the world ocean current distribution, that is, the ocean circulation is centered on the subtropical zone and the subtropical zone respectively. Instead, it forms a continuous circumpolar current between 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 Map of World Ocean Current Distribution, we can model the distribution pattern of world ocean current, so as to strengthen the grasp of the distribution law of world ocean current and lay a solid foundation for analyzing the influence of ocean current on 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 to be described systematically, and the names of wind currents, density currents and compensation current are all included. Some sea areas (such as the North Indian Ocean) don't need to know the seasonal ocean currents. Thirdly, you don't have to remember the name of ocean current, but in order to analyze the influence of ocean current on geographical environment, you should know the nature of ocean current (warm current or cold current) at different latitudes on both sides of the continent.

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 learning 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 an understanding of the integrity and differences of the natural environment, this Standard requires an understanding of 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 the visual angle 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 to make an analogy to the geographical environment on which 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 the "standard" in this paper does not clearly point out the object of example, on the whole, biological (especially plant) elements should be a choice for example, because, first, among the physical geographical elements, rocks, landforms, atmosphere, hydrology and other elements have corresponding "standard" requirements, while biological elements do not.