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1.
误区一:全球气候变化就是全球气候变暖
全球气候变化是指在全球范围内,气候平均状态在统计学意义上的巨大改变或者持续较长一段时间的气候变动,主要表现为不同时间尺度的冷暖和干湿变化.一般来说,其包括三个方面:全球气候变暖、酸雨、臭氧层破坏.其中,因为全球气候变暖对人类已经产生了极大的负面影响而备受关注.所以,全球气候变化不仅仅是气候变暖,但气候变暖无疑是全球气候变化最显著的表现. 相似文献
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气候对农牧业生产的影响是多方面的.气候的年变化对农牧业产生的影响程度也是有差异的.本文通过对当地2002年气候分析,了解气候特点,为今后掌握该地区气候变化规律提供参考. 相似文献
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知识点一：全球气候变化的基本概念
气候变化
指一个特定的地点、区域或全球长时间的气候改变,是以某些与平均天气状况有关的特征,如温度、降水量、风等要素的变化来衡量的。气候变化包括空间尺度的变化和时间尺度的变化两方面含义。就空间尺度而言,是指特定地点气候变化、区域气候变化和全球气候变化;就时间尺度而言,它以长时间而区别于天气变化。 相似文献
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《西安文理学院学报》2016,(1)
利用西安市1998—2012年的地面气象观测资料,选取气温、相对湿度、气压、降水和日照时数5个气候要素,运用R/S分析、线性倾向分析等方法研究了西安市最近15年来气候要素的年际和季节动态变化及未来的发展趋势.研究结果表明:西安市的年平均气温、年平均相对湿度、年平均气压在研究时段内分别表现出幅度不同的下降或减少趋势,而全年降水量和全年日照时数则表现出增加趋势;各气候要素的Hurst指数值均在(0,1)范围内,说明它们具有明显的赫斯特现象,反映了西安过去15年的气候变化存在趋势性成分,即持续性的气候变化效应,具体表现为:在未来的变化趋势上,年平均气温、年平均相对湿度和全年日照时数可能是不同程度的上升或增加趋势,而年平均气压和全年降水则可能是下降或减少趋势;各气候要素在未来可能出现的某种变化趋势则是基于不同季节的主导作用. 相似文献
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对于教育过程的构成要素及主客体关系的争论从教育学诞生之日起就一直没有停止过,究其原因,在于各方所持的教育观不同.教育的界定、教育的目的、教育的构成要素及其主客体关系等相关问题都是随着时代背景在不断变化的,人们对于教育界许多问题的看法之所以不同,根本原因在于各人不同的教育观. 相似文献
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旅游业对气候变化极为敏感。基于1956－2010年黄山市气候数据,采用旅游气候舒适度综合评价模型计算了黄山市气候舒适度;结合2007－2010年黄山市游客量数据,采用O L S方法建立气候舒适度指数与游客量指数间的回归模型。结果表明,气候变化对安徽省黄山市旅游产生影响显著。其中,对国内旅游市场的影响超过了对入境旅游市场的影响,气候舒适度指数每变化1单位,入境游客量指数变化1.25％,国内游客量指数变化1.49％。研究结果可为提出安徽旅游业应对气候变化策略提供科学依据。 相似文献
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气候变化是当今人类社会面临的严峻挑战,主要表现为大气温度和CO_2浓度增加的变化趋势.昆虫对气候变化响应是全球变化生物学研究的核心科学问题之一,其内容主要涉及昆虫对气候变化的时空演化特征及其动态响应机制.昆虫作为变温动物,气候变暖对昆虫的生长发育、代谢速率和繁殖扩散等生命活动有直接影响. CO_2浓度增加改变植食性昆虫寄主植物化学组分和营养价值,通过食物链进而影响害虫的天敌昆虫.气候变化不仅直接影响灾害性昆虫本身的种群数量,也会通过间接干预寄主植物、天敌及其与害虫的种间互作而对害虫产生深远的影响.以温度和CO_2浓度升高为主要特征的气候变化对昆虫影响机制的研究将为今后模拟气候变暖趋势下昆虫的发生趋势、准确预测预报和制定合理防治决策提供参考依据. 相似文献
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一、利用曲线统计图分析环境问题的原因
本节内容主要介绍人类面临的几大全球性环境问题即全球气候变暖、臭氧层的破坏、大气污染与酸雨. 其中全球气候变暖的问题在必修一第四章"自然环境对人类活动的影响"第二节"全球气候变化对人类活动的影响"做过相应介绍, 但在必修一中侧重介绍的是全球气候变化对人类活动的影响, 分别从全球气候变化对古代人类活动和生态环境的影响以及全球气候变化对近代人类活动和社会发展的影响两方面来介绍, 对全球气候变化产生的原因尤其是对当代全球气候变暖的原因没有提及. 相似文献
10.
气候变化是长期大气状态变化的一种反应,主要表现为不同时间尺度的冷暖和干湿变化。气候变化（Climate Change）主要表现为三方面：全球气候变暖（Global Warming）、酸雨（Acid Deposition）、臭氧层破坏（Ozone Deple-tion）,其中全球气候变暖是人类目前最迫切的问题,关乎到人类的未来。高中地理教材中关于气候变化问题的内容比较分散,本文就高中地理教学中气候变化问题进行多方面的探讨。 相似文献
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Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships among preservice elementary and in-service secondary science teachers' emotions about and plausibility perceptions of climate change, background knowledge of weather and climate distinctions (a principle related to understanding climate change), and dispositions toward knowledge. Teachers' topic emotions (anger and hopelessness) were significant predictors of plausibility perceptions, with more anger associated with lesser plausibility and greater hopelessness associated with higher plausibility. Decisiveness—an urgent desire to reach closure—was also significantly related to plausibility perceptions with greater decisiveness associated with reduced plausibility perceptions. In-service secondary teachers who do not currently teach about climate change exhibited greater anger and decisiveness than preservice elementary teachers and in-service secondary teachers who do teach about climate change. Implications for climate literacy education are discussed. 相似文献
12.
Christine Otieno Hans Spada Katharina Liebler Thomas Ludemann Ulrich Deil Alexander Renkl 《Environmental Education Research》2014,20(5):612-638
Environmental issues such as climate change are becoming ever more important in today’s societies and politics. Information is spread by the media, for example, via the Internet or information brochures, employing different representational styles (e.g. sensational vs. neutral styles, emphasis of human vs. natural causes). We investigated the effects of such differences in presentation when informing about local impacts of climate change – more specifically about invasive species – on perceived risk, emotions, and learning. Seventy-two students at a German university read five brochures about the local effects of climate change and invasive species. They rated their perceived risk and emotions and worked on learning outcome tests. As expected, the sensational style led to higher perceived risk and stronger negative emotions than the neutral style. In addition, our results reveal a potential dilemma for environmental education: while a sensational style enhanced general learning outcomes, it seemed to lead to quite a negative and one-sided view about climate change and invasive species. 相似文献
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Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed. 相似文献
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We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed. 相似文献
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Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support 
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下载免费PDF全文 Gabriela Kashy‐Rosenbaum Oren Kaplan Yael Israel‐Cohen 《Psychology in the schools》2018,55(7):770-782
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement. 相似文献
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Cultural Studies of Science Education - Research is urgently needed to learn how to improve the emotional climate of science learning by ameliorating excesses of negative emotions, which may lead... 相似文献
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Cassie Quigley 《Cultural Studies of Science Education》2016,11(3):817-822
This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints. 相似文献
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Soncini Annalisa Matteucci Maria Cristina Butera Fabrizio 《European Journal of Psychology of Education - EJPE》2021,36(3):719-738
European Journal of Psychology of Education - The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by... 相似文献
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Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics. 相似文献
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Hannele Cantell Sakari Tolppanen Essi Aarnio-Linnanvuori Anna Lehtonen 《Environmental Education Research》2019,25(5):717-731
AbstractThis article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, participation, future orientation, hope and other emotions, and operational barriers. In this study, the model is also evaluated by climate education researchers and educators. The evaluation was done through documented group discussions and an electronic questionnaire. The findings suggest that the model is useful in developing climate change education policy, research and practice. The findings also give insight into expert's perceptions on climate education. Finally, the article discusses how this model could be developed further. 相似文献