Senior high school geography lecture notes

High school geography handout 5 templates collection.

As a conscientious people's teacher, it is inevitable to prepare lessons, which is helpful to carry out teaching activities smoothly and effectively. So what problems should we pay attention to when writing a speech? The following are five high school geography handouts I have compiled for reference only. Let's have a look.

Senior high school geography lecture manuscript 1 1, lecture materials

The content is selected from the compulsory course 2 of geography textbook published by People's Education Press, and the fourth chapter "What is the way out for Jiaozuo in coal city" is studied. Taking Jiaozuo City, Henan Province as an example, this paper describes the general ideas and methods of economic transformation in resource-exhausted cities. This course, as the content of problem research and the summary and sublimation of this chapter's knowledge, has the characteristics of generality and comprehensiveness, and requires higher students' ability. It is an ideal teaching material for cultivating students' comprehensive application of geographical knowledge.

Knowledge goal: Take Jiaozuo as an example to master the general theories and methods of economic transformation in resource-exhausted cities.

Ability goal: to achieve the purpose of knowledge transfer through the study of related cases, to learn the general ideas and methods to solve such problems, and to improve the application ability of related geographic information.

The goal of moral education: look at geographical issues from a macro perspective, actively transform one's own geographical view and world view, and face up to the present situation of things from a dialectical development perspective.

Teaching emphasis: Take Jiaozuo as an example, comprehensively analyze its geographical environment elements, and master the relevant theories and methods of economic transformation of resource-exhausted cities.

Difficulties in teaching: Using the case of teaching materials, analyze the road of economic transformation of other different types of resource-exhausted cities, and give reasonable suggestions by using relevant theories and methods.

Second, oral teaching methods

Narrative method and contrast method

Multimedia computer

Third, theoretical study.

As the content of problem research, this lesson is the sublimation of the whole chapter of knowledge, combining fragmentary knowledge points and geographical ideas in an example. For students, it is mainly to examine their comprehensive application ability of this chapter knowledge and the accumulation degree of geographical elements. First of all, a comprehensive analysis of the geographical situation of a place requires students to have a certain sensitivity to natural and human geographical elements and be able to extract the necessary materials from relevant materials. In addition, we should learn to read the map and master the basic geographical overview in the map. Then, according to the potential advantages of resource-exhausted cities, combined with comprehensive geographical location, it evaluates its economic transformation and gives reasonable suggestions. To study this section, we should analyze specific problems and look at the present situation of things from a dialectical development perspective.

Fourth, the process of speaking.

As a problem research course, this course has a certain height at the beginning, which requires students to have a good grasp of what they have learned before. Before the introduction, it is necessary to review the main knowledge points in the first three sections: mainly asking questions about the main factors affecting industrial location, the benefits of industrial agglomeration and decentralization, the transformation and governance of traditional industrial zones, and the characteristics and development conditions of emerging industrial zones, so as to help students clarify the key points, difficulties and teaching ideas of this chapter. The specific introduction process is relatively simple, just introduce the development status of industrial and mining cities in China, and briefly review the distribution of mineral resources in China when necessary.

This paper mainly talks about the economic transformation of Jiaozuo, a coal city, so it is necessary to introduce Jiaozuo first. The material 1 in the textbook mainly introduces the industrial situation of Jiaozuo, and the material 2 mainly introduces the industrial advantages of Jiaozuo. Through the reading of the two materials, students are guided to collect important geographical elements, such as Jiaozuo's position as an energy base, coal, refractory clay, bauxite and other mineral deposits, convenient highway and railway transportation, excellent and rich tourism resources, good agricultural basic conditions and so on. This will help us to grasp the key points of the problem from a macro perspective, and it is also an important method for students to deal with relevant geographical data in the future. Of course, the cultivation of this kind of screening ability needs the guidance of teachers and the cooperation of students' practice. For the teaching of this class, students can be properly arranged to collect other necessary materials to increase the width of their horizons and adjust the classroom atmosphere. In addition, it is still the top priority in geography teaching to obtain the necessary geographical information through maps, such as the absolute geographical location, relative geographical location, climate, topography, minerals, traffic conditions, etc. of Jiaozuo City, which can be obtained through the interpretation of relevant maps.

After analyzing the geographical position and industrial advantages of Jiaozuo City, it is necessary to put forward reasonable suggestions for the problems caused by resource exhaustion. Since we are talking about economic transformation, we should clarify the scope of the topic in this field. Through the relevant contents of Material 3, we know that Jiaozuo needs to make efforts in three rectification policies: adjusting industrial structure, cultivating emerging advantageous industries and enhancing comprehensive competitiveness. Therefore, it is an effective way to train students to solve such problems by guiding them to make suggestions according to their own advantages and disadvantages and measuring the feasibility of suggestions according to three rectification policies. What I teach students here is the solution to the problem, not the content of the case. As the saying goes, "it is better to teach people to fish than to teach them to fish."

Next, according to the students' suggestions and the 10 rectification ideas listed in teaching material analysis, students can speak freely and put forward their own opinions. Through teachers' guidance and students' discussion, the specific scheme of economic transformation suggestions is determined. Finally, pay attention to compare the suggestions with industrial advantages to see if they are all put forward around industrial advantages. This will deepen students' impression, and it is not difficult to find out the solution to this kind of problem through the corresponding relationship between suggestions and advantages.

Finally, I will choose a similar case of another resource-exhausted city, give necessary information, guide students to answer, and deepen their impression of relevant knowledge.

Manuscripts of geography lectures in senior high schools 21. teaching material analysis:

The topic "2.4 Global Atmospheric Circulation" is selected from the fourth quarter of Unit 2 of Geography, a full-time textbook for senior high schools published by People's Education Society, and is suitable for senior high school students. The whole lecture is divided into four parts.

A, teaching material analysis and processing:

(1) position and function: this unit closely revolves around the main line of atmospheric environment and human survival and development. The previous sections introduced the composition of the atmosphere, the vertical distribution of the atmosphere, and the basic knowledge and theory of atmospheric movement. The content of this lesson is the focus and difficulty of this chapter, which has the function of connecting the preceding with the following. Through the study of this course, students can have a preliminary understanding of the overall movement principle and significance of the global atmosphere, and provide basic theoretical basis for the future study of the world climate types, the formation and distribution of natural zones, and the formation of ocean currents.

(2) Analysis of learning situation

Senior one students often have mature physical and mental development, wide knowledge, strong cognitive ability, reasoning ability and self-learning ability. Therefore, the teaching process is centered on inspiring students' thinking and marked by students' active participation, and effective teaching is carried out under the autonomous learning mode.

(C) the focus and difficulty of teaching

1. key points: the formation of three-circle circulation and the formation and movement of pressure zone and wind zone.

2. Difficulty: Wind direction in three-dimensional space.

3. Basis for establishing key and difficult points:

The basis for establishing the formation of the three-circle circulation as the key point is that the three-circle circulation is the basis for the formation of the global pressure belt and wind belt, and also the basis for the formation of the world climate; The basis for focusing on the formation and movement of pressure belts and wind belts is that the formation and movement of pressure belts and wind belts are the basis of monsoon circulation and the formation of world climate.

The foundation of establishing three-dimensional space wind direction is that students lack spatial imagination, so it is difficult to establish a three-dimensional space model, and it is even more difficult to understand the wind direction at low altitude and high altitude in the three-dimensional space model.

(4) Teaching material processing:

In order to fully reflect the whole process of inquiry, this class first reminds students to firmly grasp the formation process of atmospheric movement they have learned before and closely connect the knowledge before and after; In order to let students better grasp the formation of three-circle circulation, an item is added-the formation of one-circle circulation; In addition, the knowledge system of the textbook is divided into four parts: the formation of three-circle circulation, the formation of pressure zone and wind zone, and the influence of land and sea distribution on atmospheric circulation and monsoon circulation.

Second, the three-dimensional target:

1. Knowledge and skills

Understand the formation process of three-circle circulation; Master the formation and movement law of pressure zone and wind zone.

2. Process and method

① Practical ability: be able to draw the schematic diagram of three-circle circulation, pressure area and wind area correctly;

② Ability to read and analyze maps: Be able to correctly analyze and explain some problems of pressure belt and wind belt by using charts.

3. Emotional attitudes and values goals

Let students form the study habit of applying what they have learned and integrating theory with practice, and establish dialectical materialism, and realize that movement is absolute and stillness is relative.

4. Establish the foundation:

According to the requirements of new curriculum standards and the actual cognitive level of senior one students.

Third, teaching methods and means

1. Establish a foundation: A famous educator said: At the beginning of teaching, it is necessary to get the right method. Therefore, in order to achieve better educational effect, teachers should choose effective teaching methods. Because this part is difficult and abstract, it is not convenient to apply traditional teaching, so multimedia technology is used for teaching. Because this section is an important teaching content to cultivate students' spatial thinking ability, we should pay attention to using various geographical schematic diagrams or multimedia animations to guide students to observe and think, and finally achieve the combination of two kinds of thinking by cultivating image thinking and abstract thinking.

2. Methods and means:

① Through multimedia animation demonstration, let students analyze, summarize and compare the formation of three-circle cycle according to the text;

(2) With the help of multimedia animation, knowledge transfer is completed by questioning teaching and inquiry learning.

3. Objective: Using multimedia animation, the static information of teaching materials is processed into dynamic information, which turns abstract into concrete, arouses students' various senses and leaves a vivid and profound impression on students with vivid and intuitive pictures. At the same time, it attracts students' attention, arouses their strong thirst for knowledge and lays the foundation for breaking through difficulties.

Fourth, the teaching process

What is the root cause of atmospheric movement? From a global point of view, which regions get the most and the least solar radiation energy?

Teachers show multimedia animation to guide students to think. ) The area near the equator gets the most heat. How does air move vertically? How does the air move vertically when it is hot near the polar regions all year round or less? What is the result of this vertical movement? What is the result of atmospheric movement if we only consider the influence of geostrophic deflection without considering the surface fluctuation and the distribution of land and sea? What is the function of the three-circle cycle?

(blackboard writing) one or three cycles.

1. Reason

2. The formation of a single cycle

3. Formation of three-circle circulation

4. The function of three-circle cycle

(Teachers use multimedia animation or thinking to guide students to observe the schematic diagram of three-circle circulation.) How does the air near the equator rise and the air in the polar regions sink? The air in the subtropical zone sinks, the cold and warm air meet in the subtropical zone, and the warm air rises, which leads to how the near-surface air pressure changes. Compare the genetic differences between equatorial low pressure belt and sub-polar low pressure belt? Compare the differences in genesis between subtropical high belt and polar high belt? Due to the high and low distribution of air pressure near the ground, how will the air move in the horizontal direction under the influence of geostrophic deflection force and friction force? Will the distribution of pressure area and wind area remain unchanged? What are the properties of pressure belt and wind belt?

(blackboard writing) 2. Global pressure zone and wind zone

The distribution of 1. pressure zone and the difference of its causes.

2. Distribution law of wind belt

3. Seasonal movement of pressure belt and wind belt

(Guide students to observe the pressure distribution map in the textbook 1 month and July, or draw a blackboard picture or multimedia animation on the blackboard. Take Eurasia as an example. In winter, the mainland is a cold source, forming a high pressure center. Which pressure belt was cut off? In summer, the mainland is a heat source, forming a low-pressure center, which pressure area is cut off? In this way, different high and low pressure centers are formed between the ocean and the land. What are the distribution locations and names of these high and low pressure centers?

(blackboard writing) 3. Influence of land and sea distribution on atmospheric circulation

1. Different effects of thermal differences between land and ocean on pressure zones and wind zones in the northern and southern hemispheres.

2./kloc-Names of land and ocean pressure centers in the northern hemisphere in October and July.

(Guide students to observe the textbook. The Asian monsoon is a picture or multimedia animation thinking.) Because there are different high and low pressure centers between the mainland and the ocean in the northern hemisphere, what are the characteristics of the horizontal movement of the atmosphere between the ocean and the land in different seasons? What's the difference between winter and summer monsoon in East Asia and South Asia? What are the characteristics of winter and summer monsoon? What is the scope of influence?

Q: Why is the middle and lower reaches of the Yangtze River in China a famous land of plenty? And the Sahara near its latitude is a desert?

Analysis: This inquiry activity can be used in class (preferably when global atmospheric circulation has been taught and monsoon circulation has not been taught). This can be introduced into the teaching of monsoon circulation. The main purpose of this inquiry activity is to make students understand that the ideal global atmospheric circulation model is actually influenced by other factors, such as the distribution of land and ocean and the seasonal movement of wind zone and pressure zone.

(blackboard writing) 4. monsoon circulation

1. Causes of monsoon circulation

2. Characteristics and influence range of winter and summer monsoon in East and South Asia.

Five. blackboard-writing design

The fourth quarter global atmospheric circulation

One or three cycles

1. Reason

2. The formation of a single cycle

3 The formation of three-circle cycle

4. The function of three-circle cycle

Second, the global pressure zone and wind zone.

The distribution of 1. pressure zone and the difference of its causes.

2. Distribution law of wind belt

3. Seasonal movement of pressure belt and wind belt

Thirdly, the influence of land and sea distribution on atmospheric circulation.

1 the different effects of the thermal difference between land and sea on the pressure zone and wind zone in the northern and southern hemispheres

2./kloc-Names of land and ocean pressure centers in the northern hemisphere in October and July.

Fourthly, monsoon circulation.

1. Causes of monsoon circulation

2. The characteristics and influence range of winter and summer monsoon in East and South Asia.

Six. Teaching reflection:

The new curriculum emphasizes the participation of teachers and students in classroom construction, and emphasizes students' autonomous learning, inquiry learning and cooperative learning. Therefore, in the teaching process, teachers should become organizers, guides and promoters, and students should become explorers and discoverers, so that innovative ideas can shine on them.

Manuscripts of geography lectures in senior high schools (III): Talking about teaching materials

This lesson comes from the study of the second chapter of the second compulsory edition of People's Education Press. This lesson mainly requires students to apply the previous knowledge, analyze the factors that should be considered in housing, the negative effects in the process of urbanization, and how we should calmly analyze urbanization and apply it to real life.

Knowledge goal: the factors that affect the purchase of houses;

Understand the meaning and characteristics of suburbanization and anti-urbanization, and analyze material phenomena.

Ability goal: be able to analyze factors such as self-factors, social environment and so on, and reasonably choose housing.

Emotional goal: establish an emotional attitude towards urbanization, and don't judge one thing at will in combination with yourself.

How to combine various factors to choose a reasonable house?

Understanding of suburbanization and anti-urbanization

Understanding of suburbanization and anti-urbanization

Second, oral teaching methods

Group discussion, investigation, comparison and induction

Teaching materials, multimedia

Third, theoretical study.

1, using the form of group inquiry before class to investigate the problems learned and cultivate students' communicative expression ability and cooperative inquiry ability;

2. Draw a conclusion through comparison, improve students' ability of analysis and generalization, and grasp the essential characteristics of things to solve problems;

Fourth, talk about the teaching process

1. Import learning

Before class, I asked my classmates to investigate and analyze the problem of choosing a house. Today, let's take a look at the students' achievements, sum up the principles of buying a house and guide us to buy a house reasonably.

◆ Design intention: Direct introduction, straight to the point, because students have previewed and investigated in advance, and they all expect to show their achievements when they know what they want to learn, so they can directly show their inner feelings and save time.

2. Activity design

Pre-class activities: Divided into four groups, we investigated three housing lots, namely Confucius Temple, Bancang and Xianlin, Xinjiekou, Nanjing, and conducted a questionnaire survey on housing residents, and designed the questionnaire by ourselves to analyze the factors related to housing purchase, such as housing price requirements, residents' requirements, why residents want to buy houses in this lot, infrastructure settings and so on.

◆ Design intention: Using group inquiry before class to investigate the problems learned can not only enable students to master knowledge and understand that knowledge comes from society, but also cultivate students' communicative expression ability and cooperative inquiry ability;

3. Problem design

Students, I don't know if you found any problems during the investigation. Houses in the suburbs, especially villas, are high-grade houses where many rich people live. Why is this? With the process of urbanization, residents are pouring into cities. Why do many rich people move to the suburbs? This is the second problem we are going to study today: anti-urbanization.

◆ Design intention: transfer knowledge from the study of housing purchase factors to the study of suburbanization, and cultivate students' ability to find problems and inspire thinking.

Five, say blackboard writing design

not have

Manuscripts of geography lectures in senior high schools 4. Speaking of teaching materials:

A brief analysis of the textbook: the content is selected from the compulsory geography of senior high school published by People's Education Press, the third chapter is the formation and development of agricultural regions, and the second section is the types of agricultural regions mainly based on planting.

Curriculum standards require:

This paper analyzes the factors of agricultural location, and illustrates the characteristics and forming conditions of main agricultural regional types with examples.

Interpretation of this course standard:

1. Explain the formation conditions and characteristics of agricultural regional types mainly based on planting;

2. Describe the distribution range of commodity grain agriculture, and explain the formation conditions and characteristics of commodity grain agriculture.

Content location and function:

Agriculture is the industry most affected by the natural environment. Agriculture is an industry with the longest development history. With the development and progress of society, the influence of social environment on agriculture is increasing. The types of agricultural regions dominated by monsoon paddy field agriculture mainly reflect the influence of natural environment on the formation of agricultural regions; Commodity grain agriculture embodies the influence of social environment on the formation of agricultural regions. This part includes two parts: one is monsoon paddy agriculture, which is mainly distributed in the Asian monsoon region; One is commodity grain agriculture, which is mainly distributed in developed countries.

The text content of the textbook is not much, with a large number of maps and landscape maps. Therefore, in the teaching process, students should be fully organized to consult maps, mine geographical information and cultivate analytical ability. When analyzing agricultural location factors, we must analyze them from two aspects: natural factors and socio-economic factors, and find out the dominant location factors.

Knowledge and skills

1. Understand the distribution, production characteristics and location advantages of monsoon rice agriculture.

2. Understand the regional distribution, production characteristics and location advantages of American commodity grain agriculture.

(2) Process and method

Read the map "Formation and Distribution of Asian Monsoon Paddy Field Agriculture" to understand the regional distribution and location characteristics of Asian Monsoon Paddy Field Agriculture; Analyze the case of "American commodity grain agriculture" to understand the forming conditions and main characteristics of commodity grain agriculture.

(3) Emotional attitudes and values

Establish the concept of developing agriculture according to local conditions and pay attention to the present situation and trend of agricultural development in China; Enhance the feelings of loving the motherland and hometown.

Key points:

This paper analyzes the location factors of agricultural formation in monsoon paddy fields.

Difficulties:

Compare the formation conditions and characteristics of monsoon paddy field agriculture and commodity grain agriculture.

Second, the teaching method of speaking:

Problem teaching, case analysis and comparative induction

Multimedia computer, teaching map

2 class hours

Three. Methods of speaking and learning

Under the guidance of teachers, students use their knowledge to analyze the location factors of agriculture, and then understand the agricultural regional types mainly based on planting. By reading "Asian Topographic Map" and "Asian Climate Type Distribution Map", they analyzed the distribution scope and location factors of monsoon rice agriculture, understood the distribution and location factors of commodity grain agriculture, and compared them, consolidating their knowledge and understanding of the two agricultural types.

Fourth, talk about the teaching process

1. Introducing a new lesson: By reviewing the knowledge learned, the analysis of monsoon paddy field agriculture is drawn out by using the agricultural location factors learned.

2. New curriculum teaching: The first class, first of all, through asking questions, get a preliminary understanding of monsoon paddy field agriculture. Then, by reading "Asian Topographic Map" and "Asian Climate Type Distribution Map", we can understand the location factors of monsoon paddy field agriculture, and the teacher will summarize them to help students consolidate their knowledge; Then ask students to read textbooks to understand the characteristics of rice planting, and understand the problems of rice planting in China by reading "Rice Planting Landscape in China"; Finally, students are required to read 49 pages of reading materials: Rice Science Research in Yuan Longping; To understand the current situation of rice planting in China.

The second class requires students to study by themselves, read textbooks, ask questions, and master the distribution, management mode, production characteristics and location factors of commodity grain agriculture; Then, through case teaching, students are guided to read the differences between "American Commodity Grain Agriculture" and "Rice Planting in South China", so as to further consolidate their understanding of the location factors of the formation of Commodity Grain Agriculture.

3. Summarize the content of this lesson, arrange appropriate homework, consolidate the knowledge learned in this lesson and improve the application ability.

Five, say blackboard writing design

Section 2 Types of Agricultural Regions Mainly Based on Planting Industry

One is monsoon paddy field agriculture.

1. Distribution: Asian monsoon region.

2. Location conditions: climate, topography, soil, water source, population, per capita cultivated land and habits.

3. Features:

1. Small-scale agriculture;

2. The output per unit area is high, but the commodity rate is low;

3. Low level of mechanization and science and technology;

4. Large water conservancy projects

Second, commodity grain agriculture

1. Distribution: USA, Canada, Argentina, Australia, Russia, Ukraine, etc.

2. Location conditions: vast territory and sparsely populated, market, transportation, natural conditions, mechanization level and agricultural science and technology.

High school geography lecture 5 Dear judges and teachers,

Hello! The topic I'm going to talk about today is the third lesson of Unit 2, a compulsory course for senior high school geography in Shandong Education Press-the first lesson of hydrosphere and water cycle (water cycle and its geographical significance).

Next, I will talk about it from six aspects: teaching materials, teaching objectives, teaching emphases and difficulties, teaching methods and learning methods, teaching process and blackboard design. First of all, talk about textbooks.

This lesson is the content of the third section of the second chapter of compulsory geography in senior high school. This section first introduces the composition and characteristics of hydrosphere, as well as the process and significance of water cycle. The first knowledge point is easy to understand, and it is the basic knowledge for students to learn, paving the way for the second knowledge point. The second knowledge point is the key content of this lesson. Around the "schematic diagram of water cycle", this paper mainly introduces the process and main links of water cycle, and analyzes the geographical significance of water cycle. Second, tell the teaching objectives:

The requirement of this section in the curriculum standard is "students tell the main process and links of water cycle with schematic diagrams, and explain the geographical significance of water cycle." Analysis of this standard, we should pay attention to the following points:

1. The teaching focus should guide students to deepen their understanding of the circulation process and links of water in nature through painting. 2. The geographical significance of water cycle is the focus of this standard, and some basic understandings should be formed when studying the significance of water cycle. For example, the water cycle links the hydrosphere, lithosphere, atmosphere and biosphere; Water is one of the most active factors in nature. Water resources are constantly updated, but they are not inexhaustible.

According to the requirements of curriculum standards, this lesson is divided into the following objectives:

(1) Knowledge and skills enable students to understand the composition and main types of land water bodies, analyze and master the relationship between the mutual movement and mutual transformation of land water bodies, master the movement and renewal process and laws of land water bodies, and clarify the role and significance of water circulation to the whole geographical environment.

⑵ Process and Methods Through learning, students can further master the method of interpreting the schematic diagram of geographical principles and cultivate their ability to extract, identify and process all kinds of information from images.

⑶ Emotion, attitude and values make students understand the importance of land water to human survival through learning, make students clearly realize that water resources should be used rationally in human production and life to make it sustainable, make students establish the consciousness of saving water, and gradually establish the view of harmony between man and land. (3) Talking about the teaching emphases and difficulties:

(A) the focus of teaching: the process and significance of water cycle

The determination of teaching emphasis can enable students to establish the view that things are interrelated, so as to have a deeper understanding of "Xiaolangdi Project of the Yellow River" and China's "South-to-North Water Transfer Project". Help students to establish the concept of correctly understanding and utilizing the laws of nature and realizing the harmonious development between human beings and the environment. (B) Teaching difficulties: the relationship between different water bodies.

At present, students don't know much about the characteristics of each region, and at the same time lack the ability of spatial imagination, so it is not easy to understand the recharge relationship between various water bodies. Fourth, the teaching method of speaking.

1. Create scenarios and set questions that students are interested in.

2. Discussion method provides students with opportunities for autonomous learning, cooperative learning and inquiry learning by organizing students to discuss.

3. Multimedia demonstration method uses multimedia to play some intuitive pictures, animations and digital materials, so that students can be easily introduced into this lesson, and relevant geographical things and phenomena can be vividly and intuitively displayed, so as to improve students' perceptual knowledge, stimulate excitement and help students understand the contents of textbooks. Methods of speaking and learning

1, Learn to use pictures: Let students carefully observe the pictures in the text to understand the relevance of the water cycle. 2. Learn to explore: students think, analyze and summarize the geographical significance of water cycle.

3. Learn to cooperate: students discuss and cooperate to collect relevant information and complete the activities. V. Introduction to the teaching process: Question 1: There is a famous sentence in Li Bai's Into the Wine, which hides a huge mistake. Do you know what's wrong? And is the water of the Yellow River really "rushing into the sea and never coming back"?

Blackboard Writing: Water Cycle and Its Geographical Significance

Composition of hydrosphere

Students' autonomous learning

Courseware shows pictures:

Multimedia display teaching material Figure 2-3-2 "Composition of hydrosphere" to understand the composition of water body:

Summary: At present, the global fresh water resources only account for 2.526% of its total water, of which more than 70% is frozen in the Antarctic and Arctic ice sheets, and 87% is difficult to use, plus alpine glaciers and frozen soil snow. The fresh water resources that human beings can really use are part of rivers, lakes and groundwater, accounting for about 0.26% of the total water of the earth.

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