当课堂延伸至海洋与雨林：在真实的自然中，理解可持续发展的未来

Part 01

Part 02

走进三亚深海科普馆，学生们系统了解了从“蛟龙号”到“奋斗者号”的中国深潜技术发展历程。他们通过模型、数据和影像，直观感受到科技如何延伸人类的感知边界，又如何为可持续的海洋探索提供支撑。

“深海探测的意义，不仅在于发现，更在于理解与保护。”这种将科技与伦理相结合的思考，正是跨学科学习希望引发的深度反思。

而在三亚珊瑚礁生态研究所，学生们穿上实验服，亲手操作水质检测仪器。温度、酸碱度、溶解氧、营养盐含量……一个个数据被认真记录、比对、分析——这不再是课本上的例题，而是真实生态系统的健康指标。

通过亲手检测，学生们对“海洋变暖”“水体酸化”等概念有了具象的认识，也理解了科学研究在生态保护中的基础作用。

Part 03

在天涯海角，学生从地理与地质视角观察海蚀地貌与海岸线演变，理解自然力量如何塑造景观，并影响沿岸生态系统。

如果说之前的环节侧重于认知与理解，那么在西岛的珊瑚种植实践，则是一次将责任转化为行动的关键体验。

随后，研学重点转向西岛潜水种珊瑚实践。在专业教练一对一指导下，学生学习潜水安全知识，分批潜入清澈的海水中，将预处理好的珊瑚断枝，小心翼翼地固定到人工珊瑚苗圃中。

“当你亲手触碰到珊瑚，当你需要为它的存活负责时，保护海洋就不再是一句口号，而是一种真实的承诺。”学生事后分享道。这种“亲身参与修复”的经历，让生态保护从抽象概念转化为身体记忆。学生们在实践中认识到，可持续发展并非遥不可及的理念，而是由无数具体、细微、用心的行动累积而成。

西岛海域，学生潜水参与珊瑚种植生态修复实践场景

Part 04

离开海洋，学生们走进呀诺达热带雨林。这里没有固定的讲解路线，只有丰富的自然场景和开放的探索任务，学生通过索道、踏瀑、徒步、滑索等多种形式，从不同角度观察热带雨林的垂直结构与生物多样性。

学生雨林徒步探索呀诺达热带雨林中，沉浸式观察生物多样性

学生们以小组形式深入雨林，观察附生植物与宿主树如何共享空间与资源，记录昆虫与花朵之间精妙的授粉关系，追踪种子如何通过动物传播实现生命的延续。

生态关联性的认知，恰恰是理解可持续发展的重要基础。当学生们学会用联系的眼光看待自然，他们也逐渐培养了用系统思维理解社会、环境与经济复杂关系的能力。

学生记录雨林动植物共生现象，理解生态平衡

Part 05

在亚特兰蒂斯水族馆，学生们见到了一个微缩的海洋生态系统。在这里，他们自发地将前几天所学的知识片段进行联接——从深海探测技术到珊瑚生态修复，从海洋化学指标到生物多样性保护。

“水族馆就像一幅立体地图，把我们之前分散的学习点都串联起来了。”

这种从“碎片知识”到“整体系统”的转变，是本次研学的重要学习成果之一。

学生不仅获得信息，更在学习如何建立信息之间的联系，如何用多维视角理解复杂现实问题。

学生在亚特兰蒂斯失落的空间水族馆，整合研学知识体系

Part 06

海南SDGs行动营结束后，参与研学的学生回到校园，以分享会的形式，向其他同学传递本次研学的观察、思考与实践成果。

“他们在分享时，不仅描述‘我们做了什么’，更在反思‘这为什么重要’以及‘我们可以如何行动’。”可持续发展正在从外部议题，转化为学生内心的价值关切。本次研学的优秀分享者还收获了纪念证书，这既是对他们实践成果的肯定，也让可持续发展的理念在校园中进一步扩散。

Part 07

学生们还将研学中的观察、实验数据与感悟整理成了专属手册——从深海装备的原理笔记，到珊瑚水质检测的实验记录，再到雨林共生关系的案例分析，一笔一划里都是他们把知识“握在手里”的认真。

学生手写的研学手册，藏着从观察到思考的完整轨迹

Part 08

Part 01

Part 02

Entering the Sanya Deep Sea Science Museum, the students systematically learned about the development of China's deep-sea diving technology from the "Jiaolong" to the "Fendouzhe." Through models, data, and images, they tangibly experienced how technology extends the boundaries of human perception and supports sustainable ocean exploration.

"The significance of deep-sea exploration lies not only in discovery but also in understanding and protection." This integration of technology and ethics reflects the deep reflection that interdisciplinary learning aims to inspire.

At the Sanya Coral Reef Ecological Research Institute, students put on lab coats and operated water quality testing instruments themselves. They carefully recorded, compared, and analyzed data on temperature, pH, dissolved oxygen, and nutrient levels—these are not just examples from textbooks, but real indicators of the health of an ecological system. Through hands-on testing, students gained a concrete understanding of concepts such as "ocean warming" and "water acidification," and they recognized the foundational role of scientific research in ecological protection.

Part 03

At Tianya Haijiao, students observed coastal erosion landforms and the evolution of coastlines from geographical and geological perspectives, understanding how natural forces shape landscapes and influence coastal ecosystems. If the previous activities focused on cognition and comprehension, then the coral planting practice on Xidao Island represented a key experience in transforming responsibility into action.

Subsequently, the focus of the study shifted to coral planting practice on Xidao Island. Under one-on-one guidance from professional instructors, students learned about diving safety and, in groups, plunged into the clear waters to carefully secure pre-treated coral fragments into an artificial coral nursery.

"When you personally touch the coral and feel responsible for its survival, protecting the ocean is no longer just a slogan but a genuine commitment," one student shared afterward. This experience of "hands-on restoration" transformed ecological conservation from an abstract concept into a bodily memory. Students realized that sustainable development is not an unattainable ideal but is built from countless specific, meticulous, and heartfelt actions.

Part 04

Leaving the ocean, students entered the Yanuoda Tropical Rainforest. There were no fixed commentary routes, only abundant natural scenes and open exploration tasks. Students observed the vertical structure and biodiversity of the tropical rainforest from various angles by using zip lines, walking on trails, hiking, and sliding down waterfalls.

Students delved into the rainforest in small groups, observing how epiphytic plants and their host trees share space and resources. They recorded the intricate pollination relationships between insects and flowers, and tracked how seeds are dispersed by animals to ensure the continuation of life.

Understanding ecological connections is crucial for grasping the principles of sustainable development. As students learn to view nature through a lens of interconnection, they gradually cultivate the ability to understand the complex relationships among society, the environment, and the economy using a systems thinking approach.

Part 05

At the Atlantis Aquarium, students encountered a miniature marine ecosystem. Here, they spontaneously connected the fragments of knowledge they had learned over the past few days—ranging from deep-sea exploration technology to coral ecosystem restoration, and from marine chemical indicators to biodiversity conservation.

"The aquarium is like a three-dimensional map that links all the scattered points of our previous learning together."

This transformation from "fragmented knowledge" to "an integrated system" is one of the important learning outcomes of this study trip. Students not only acquired information but also learned how to establish connections between pieces of information and how to understand complex real-world issues from multiple perspectives.

Part 06

After the Hainan SDGs Action Camp, the participating students returned to campus and held a sharing session to convey their observations, reflections, and practical outcomes from the study trip to their fellow classmates.

“When they shared, they not only described ‘what we did’ but also reflected on ‘why this is important’ and ‘how we can take action.’” Sustainable development is transforming from an external topic into a value concern within the students. Outstanding presenters from this study trip received commemorative certificates, which not only recognized their practical achievements but also helped further disseminate the concept of sustainable development within the campus.

Part 07

The students also compiled their observations, experimental data, and insights from the study trip into a dedicated handbook—from notes on the principles of deep-sea equipment, to records of coral water quality testing, and case analyses of symbiotic relationships in the rainforest. Every detail reflects their diligence in “grasping” knowledge.

Part 08