The storm surge design i and the target course aim to raise students ' awareness of disaster prevention and mitigation by familiarizing them with the basic concepts, causes, impacts and responses of storm surges. The specific objectives are as follows: knowledge targets: students understand the definition, classification, causality and impact factors of storm surges; master storm surge prediction methods and their application; and understand storm surge disaster preparedness and response. Skills objectives: students are able to use storm surge-related knowledge to analyse and address practical problems; they have basic capabilities for storm surge disaster early warning and response. The goals of emotional attitudes are: to develop the right nature, to respect and adapt to nature; to promote a sense of social responsibility and active participation in disaster prevention and mitigation; and to foster a spirit of cooperation and teamwork. Ii. The content of the course consists mainly of the following: the basic concept of storm surges: the definition of storm surges, their characteristics and their relationship to storms. Causes and influences of storm surges: analysis of physical mechanisms for storm surge formation and exploration of the relationship between storm surges and natural factors such as weather, oceans, etc. Methods for storm surge prediction and their application: presentation of basic methods for storm surge prediction, such as numerical simulation, statistical analysis, etc., and exploration of their value in practical applications. Disaster preparedness and response to storm surges: talk about storm surge preparedness measures, such as coastal engineering protection, contingency plans, etc., and how to provide temporary self-help and mutual help in storm surges. The storm surge case analysis: an analysis of the typical storm surge disaster in our country in recent years, drawing lessons and raising awareness of prevention and mitigation among students. Iii. In order to achieve the objectives of the curriculum, the curriculum will use the following teaching methods: the method of teaching: the systematic teaching of basic concepts of storm surges, causes, effects and their prevention and response. Discussion method: students analyse and discuss storm surge cases to improve their thinking and analytical skills. Case analysis: by analysing typical storm surge disaster cases, students are better informed about storm surge hazards and their precautions. Experimental methods: the students are given a limited number of hours to practice and improve their practical skills. Iv. Teaching resources to achieve the objectives of the curriculum, we will prepare the following teaching resources: teaching materials: choice of authoritative, practical storm surge materials to provide students with systematic theoretical knowledge. Reference book: provides a collection of reference books on storm surges to enrich the knowledge pool of students. Multimedia material: production of fine multimedia materials, such as ppt and video, to visualize the causes, effects and preparedness and response to storm surges. Experimental equipment: preparation of relevant experimental equipment, such as weather instruments, marine instruments, etc., to enable students to experience the experimental process of storm surges. Web resources: use internet resources to provide students with up-to-date research on storm surges and actual cases. V. The teaching evaluation is a comprehensive and objective assessment of the student's learning results. The curriculum will be based on the following assessment: regular performance: assessment of the student's level of participation in the classroom, answers to questions, etc., to understand the student's learning attitude and classroom performance. Work: set up a suitable amount of work to enable students to consolidate their knowledge and assess their level of knowledge through the completion of their work. Examinations: two intermediate and final examinations are arranged to test students ' mastery and ability to apply the curriculum. Case analysis: students are required to analyse specific cases and develop practical and problem-solving skills. Panel discussion: assessing student participation, collaborative capacity and innovative thinking in panel discussions. Experimental report: assesses the operational skills of students in the course of the experiment and the ability to prepare the experimental report. The above-mentioned assessment will be adapted to the course progress and the actual situation of the students, ensuring that the results are objective and impartial. 6. The teaching of the curriculum is organized as follows: progress of teaching: the contents of each chapter and the length of study are rationalized in accordance with the order of the chapters of the teaching material. (c) teaching time: ensure that there is a regular weekly classroom time to deliver knowledge on a continuous and systematic basis. Places of instruction: the choice of suitable classrooms or laboratories for teaching, ensuring a comfortable and quiet teaching environment. Practical activities: based on the content of the course, appropriate experiments, field trips, etc., are arranged to allow students to experience the practical application of storm surges. Holiday arrangements: take into account the student's rest time, rationalize the course schedule and avoid excessive use of student time on holidays. The teaching arrangements will be adapted to the actual situation and feedback of the students in order to ensure maximum effectiveness. Vii. Differential teaching in order to meet the learning needs of different students, the curriculum will adopt the following differentiated pedagogical measures: teaching activities: designing diverse teaching activities, such as group discussions, experiments, etc., to suit the learning style of different students. Counselling mechanisms: additional counselling for students with learning difficulties to help them overcome learning barriers. Curriculum adjustment: the content of the teaching is adapted to the interest and level of competence of the student to make it more challenging and interesting. (a) assessment methods: using diverse assessment methods, such as project reports, classroom presentations, etc., to assess student learning outcomes comprehensively. Differential teaching will take into account the individual differences of students and endeavour to give every student the best learning results in the curriculum. Viii. To ensure continuous improvement in the effectiveness of the teaching, the curriculum will be regularly reviewed and adjusted: pedagogical feedback: collecting student learning feedback, understanding learning needs and difficulties and providing a basis for teaching adjustments. Teaching and learning assessment: periodic evaluation of the effectiveness of the use of teaching methods and resources, identification of shortcomings and improvement. (c) curriculum adjustments: timely adaptation of teaching content, methods and resources to improve the quality and effectiveness of teaching, based on feedback and assessment of the results. Continuous learning: teachers should constantly upgrade their professional skills, focus on research dynamics in the storm surge area and provide students with better quality teaching content and services. Through pedagogical reflection and adaptation, the curriculum will continuously optimize the teaching process and ensure that students achieve the best learning outcomes for a limited period of time. To increase the attractiveness and interaction of storm surge courses, pedagogical innovations will be tried as follows: information technology applications: using modern information technology tools such as multimedia modules, online teaching platforms, enriching teaching forms and increasing the learning interest of students. Translating the classroom: a model is being implemented to allow students to complete their basics prior to school through self-learning, with more discussion and practice in the classroom. Virtual simulation experiments: using virtual simulation techniques, creating storm surge experimental scenarios, allowing students to experiment in virtual environments and enhancing the true sense of learning. Play-based learning: designing game-based learning activities related to storm surges, integrating knowledge into games and increasing student motivation and participation. Learning community building: building learning communities, encouraging online exchanges and collaboration among students, exploring storm surge-related issues and promoting peer learning. Teaching innovation will stimulate learning enthusiasm, improve the effectiveness of teaching and develop students ' innovative and practical abilities. X. The multidisciplinary integration of storm surge courses, which cover a wide range of disciplines such as meteorology, oceanography and geography, will involve the following interdisciplinary integration measures: curriculum design: integration of knowledge points from different disciplines, design of integrated course content, and sensitization of students on storm surge linkages with other disciplines. Interdisciplinary projects: interdisciplinary project studies are conducted to guide students to use multidisciplinary knowledge to solve practical problems and to develop the discipline of students. Lectures on disciplines: specialists in other disciplines are invited to give lectures, share knowledge in relevant fields, and broaden students ' perspectives. Competitions in subjects: students participate in storm surge-related competitions to stimulate student interest in studies and improve students ' combined abilities. Interdisciplinary integration will contribute to the improvement of the student knowledge system, develop a comprehensive quality of students and lay a solid foundation for future academic research and career development. Xi. Social practices and applications to build students ' innovative and practical capacities will be the following social practices and applications: field visits by students to weather stations, marine research institutes, etc., to gain a visual understanding of the practical applications of storm surge monitoring and early warning. Social practice: to encourage students to participate in social practice activities related to storm surge prevention and mitigation, and to promote social responsibility and practical competence. Innovative projects: students are encouraged to undertake innovative projects related to storm surges and to develop their scientific capacity and innovation. Internship opportunities: provide students with internships related to storm surges, enable students to exercise themselves and improve their abilities in practice. Social practices and applications will bring theoretical knowledge closer to practical applications and build the practical and innovative capacities of students. Xii. In order to continuously improve the quality and effectiveness of the curriculum, we will establish the following feedback mechanisms: student evaluation: regular collection of students ' evaluations and recommendations on the curriculum, understanding the learning needs of students and the inadequacy of the curriculum. Teacher-to-teacher evaluation: peer-to-peer evaluation, sharing of teaching experience and ideas, and joint upgrading of teaching. Pedagogical reflection: teachers regularly engage in pedagogic reflections, summarizing the strengths and weaknesses of the teaching process and continuously adapting and improving them. Development of learning files: development of learning files for students, recording of learning processes and results, feedback and guidance for students. The feedback mechanism will help us to keep abreast of the effectiveness of teaching, continuously optimize the teaching process and improve the quality of the curriculum and student learning outcomes。
