第一篇：川菜起源特征英语讲稿
Szechwan cuisine is one of eight famous regional cuisines in China.It has a reputation of“a dish of a style, 100 dishes SUBWAY ®”（一菜一格，百菜百味）.The history of Sichuan Dish is quite long.According to historical record, the dish originated in Nation of Ba and Nation of Shu.During the period between Qin Dynasty and the Three Kingdoms, Chengdu has gradually become the political, economic and cultural center in Sichuan Region,stimulating great development of Sichuan Dish.Sichuan food is famous for its many flavors, and almost every dish has its own unique taste.Only inSichuan Province, you can taste the most traditional Sichuan Cuisine because many flavorings and seasonings are produced here.These include soy sauce from Zhongba, cooking vinegar from Baoning, chili sauce from Chongqing, well salt from Zigong and so on.The main feature is that the type of taste is diverse and spicy.Sichuan has high humidity and many rainy or overcast days.Hot pepper helps reduce internal dampness, so hot pepper was used frequently in dishes, and hot dishes became the norm in Sichuan cuisine.Red chili, Pepper, Garlic, ginger, scallions, bean sauce are the main condiments.Different proportions of the condiments result in all kinds of special tastes：spicy,hot,curried,oily,sweet sour and fish smell.According to the above tastes, Sichuan cuisine are mainly divided into six styles(派系).
第二篇：浅谈英语谚语的起源、特征及修辞
浅谈英语谚语的起源、特征及修辞
摘要
谚语丰富多彩，生动隽永，反映了每个民族追崇的重要而独特的文化价值观。谚语简单通俗，精辟凝练，尤其以朗朗的口语形态承传沿用，渐渐成为民族主流文化不可缺少的一部分。本文通过浅析英语谚语的起源、特征及修辞，力求使读者能够了解谚语在生活当中的基本应用以及重要作用，并使人们 达到熟练使用的效果。关键字
英语谚语、起源、特征、修辞 综述
英语谚语（English proverbs）以生动形象、通俗简洁的语言总结和概括了广大英语国家人民的经验和智慧而有广泛流传于群众中间，是英语语言的精辟。正如英国伟大的哲学家、作家培根所言：一个民族的天才、智慧和精神寓于它的谚语之中。
谚语的内容是十分广泛的。它是我们了解英语民族国家社会、地理、风俗、历史、文化的一把不可多得的钥匙。下面这则简短的对话中包含了七、八个谚语（如：My dogs are barking.[我的脚走的都痛了]；point the town red[狂欢]；out of blue[出其不意]；a piece of cake[小菜一碟]；face the music[负责任] 等），对于一个英语不大熟悉的人来说，恐怕就很难理解了。
A：Hi，B.There you.My dogs are barking.I want to tell you a good news.B: Is it that we will point the town red? A: Yes, I would have told you of blue.We know you have green fingers, so we want you to look after some flowers.B: It’s a piece of cake.I will face the music.一、英语谚语的来源
英语谚语大多起源于民间口语，也有一部分源于文化典籍或宗教文献。他们源远流长，在历史长河里兼收并蓄，得到不断的丰富和发展。经过千锤百炼，最终成为简洁生动、意味深长、富有哲理的英语的精华。
（一）民间口语
言语是在群众中流传的固定语句，用简单通俗的话反映出深刻的道理。英语谚语绝大多数来自民间，是人民群众生活经验的总结，凝结着人民大众的智慧。
英语谚语中有大量关于农业生产、气象、渔牧、狩猎的谚语，如：气象谚语、节令谚语、农事要诀等，通常称为 “农谚”。如：Evening red and morning grey are the signs of a fineday.(晚霞红、晨雾蒙、天会晴)。还有反映气象常识的，如冷热的交替，都是从事农业生产的先民长期经验的积累形成的对天气的认识。如：Better at home than a mile away from it.(在家万般好，出门事事难)。早期的人类势单力薄，无论是农耕或狩猎，都以群体出动、集体协作为主，有些英语谚语正是反映集思广益、共同协作这方面的。如：So mand heads so many wits.(三个臭皮匠赛过诸葛亮)。由于英语属于印欧语系，印欧语系的原创性文化传承于古希腊文化。而古希腊所处的地理位置正居于尼罗河、两河、小亚细亚和南欧之 “要冲”，生活在希腊半岛和爱琴海主导的先民从海中取食、靠海吃海，久而久之形成了海洋性文化的特点。如：In a calm sea, every man is a pilot.(在平静的海上，人人都是领航员)。
源自民间口语的谚语，以世态人情为材料，以经验知识为依据，市人民大众生活和生产的缩影，也是他们经验的积累和总结，解释了他们都对客观世界的认识和感悟，也表露了他们的心理诉求和祈望。
（二）文化典籍
流传于民间口语的谚语，伴随着文字的产生，开始出现在各种文学作品和文化典籍中。英语谚语有一部分来自书面文献，主要出自希腊罗马神话、寓言故事、莎士比亚戏剧以及一些名家作品中。这些源自文化典籍的言语，有些是在民间口语说法的基础上提炼打磨而成，而有些则属独创，有着鲜明的文化色彩、语言特色和教育作用。如：There were brave men before Agemenmnon.(阿伽门农之前也有勇士)；Don’t kill the goose that laid the golden eggs.(不要杀死下金蛋的鹅)；All cats love fish but fear to wet their paws.(所有的猫都爱鱼，但又怕湿了猫爪)。
源自文化典籍的谚语，很好的反应了西方社会普遍的社会心理和价值取向，如崇尚独立与个性，崇尚理性，退从平等观念以及私有财产神圣不可侵犯等。
（三）宗教文献
基督教在其悠久的发展过程中已经超出了狭隘的宗教意义，形成了一种对西方人的生活方式、价值观念和伦理原则产生巨大影响的文化现象。基督教教典《圣经》，是西方文化的另一个源头，对英语的影响堪比莎士比亚的著作，对英语谚语的丰富和发展起了很大作用。如：The love of money is the root of all evil.(贪财是万恶之源)。
二、英语谚语的语言特征
英语谚语是英语在长期发展过程中约定俗成、相沿成习，在英国人民当中广泛流传的固定语句。英语谚语语言表现形式丰富多彩，具有在语音上韵律优美、在结构上简练紧凑、在意义上表现深刻等特征。
1）韵形式：
⑴头韵（alliteration）如：Waste not, want not.(不浪费就不匮乏)⑵元韵（assonance）如：Little strokes fell great oaks.(水滴石穿)⑶尾韵（end rhyme）如：Birds of a feather flock together.(物以类聚人以群分)⑷头韵兼尾韵（alliteration and end rhyme）如：Well fed, well bred.(吃得饱，懂礼貌)2）语法结构。英语谚语是一种口头语言形式，它的句式结构较一般文语音。许多英语谚语读起来音调和谐，节奏感强，主要采用下列押字来说，具备自己独特的特征，具有结构紧凑、间断、多使用完全陈述句、省略句、多使用平行对照举行的特点。如：
⑴It做形式主语。如：It is easier to fall than rise.(学坏容易学好难)⑵比较级。如：What greater crime than loss of time?(有什么更大的罪恶能比上浪费时间呢？)⑶其实局表示劝告、祈求、命令或禁止。如：Give him an inch, and he will take an ell.(得寸进尺)⑷定语从句后置。如：They must hunger in frost that will not work in heat.(少壮不努力老大徒伤悲)⑸省略句式。如：One man(is meant)no man.(个人是渺小的)⑹平行对照句式。如：A lazy youth, a lousy age.(少来懒惰老来苦)⑺古英语句式。如：Who shows mercy to an enemy denies it to himself.(对敌人的仁慈就是对自己的残忍)
三、英语谚语的辞格特征
修辞学是有效使用语言的艺术。修辞手法在英语谚语中起了很重要的作用。是修辞美化和人化了英语谚语。正因为人们在英语谚语中使用了很多修辞手法，才使得英语谚语民人而令人难忘，才使得谚语精确表达事物的本质的深奥的真理。英语谚语通过运用多种修辞手段来表达思想，一般可以分为以下两大类：
1）语义修辞
⑴明喻（simile）：英语谚语中明喻用的很广泛，指把一种事物用另一种性质不同的事物来比拟，常见的比喻词有“as”, “like”.如：Time flies like an arrow.(光阴似箭)⑵隐喻（metaphor）:隐喻不用比喻词，而通常用动词to be 把文体直接说成是喻体。如：Union is strength.(团结就是力量)⑶借喻（analogy）:借喻根本说不出本体，或不在本句说出来，而是把喻体直接用在本体应该出现的地方。如：Speak of the devil, and he appears.(说魔鬼，魔鬼到)⑷换喻（metonymy）:换喻是借与某事物密切相关的东西来表示该事物，因此亦称之为“借代”。如：Even Homer nods.(智者千虑必有一失)⑸拟人（personification）:拟人实际也是一种比喻，是把无生命的食物或者抽象概念等当做人来描写，给语言增添生动感。如：Lies have short legs.(谎言总是站不住脚的)⑹夸张（hyperbole）:为了表达上的需要，故意言过其实，对客观的人，事物尽力做扩大或缩小的描述，这种辞格叫做夸张。如：One single slip brings eternal regret.(一失足成千古恨)2）结构修辞
⑴排比（parallels）:英语谚语也用结构相同或相近的句子成分排列在一起的修辞手段来加强语义。如：Work while work;play while play.⑵倒装（inversion）:倒装是利用语序的颠倒来颠倒来去的修辞效果。如：A colt you may break, but a horse you never can.(小驹可驯，老马难教)结束语
综上可述，可以看出英语谚语在英语国家文化发展中起着重要的作用，是文化发展的符号与象征。英语谚语来源非常广泛，是各阶层人民辛勤劳动与智慧的结晶。它通过生动简洁的语言形式概括表现事物的发展规律与现象，通过浅显的话蕴含博大精深的道理，是英语语言的精髓所在。参考文献
赵荣辉，普通语言学[M]，上海：上海外语教育出版社，2005年 王德春，汉英谚语与文化[M]，上海：上海外语教育出版社，2003年
平洪、张国扬，英语习语与英美文化，北京：外语教学与研究出版社，2000年 张复星，英语典故成语用法译法举隅，西安：陕西人民出版社，1986年 汪榕培、卢晓娟, 英语词汇学教程[M], 上海：上海外语教育出版社，1997年 陆国强，现代英语词汇学[M]，上海：上海外语教育出版社，1999年
第三篇：美国奴隶制起源-讲稿
The Beginning of Slavery in America 美国奴隶制起源
Hello, everyone!It is known that racial discrimination against the black people is an old problem in America which can be traced back to the colonial period.It was the dispute over Negro slavery that touched off the American Civil War in 1862.Slavery developed almost side by side with the English-American colonies.After the colonists reached the New World, they found that one of the problems to be solved was the shortage of labor.The first blacks were brought into the colonies in 1619.Within a few decades, the demand for cheap labor led to a large slave trade.After tobacco was successfully planted and more rich people arrived in the colonies, especially in the South, the problem of labor shortage became acute.European adventurers began to capture Negroes in Western Africa and transported them to America.The slave traders, many of whom were from New England, made a big profit from what was called the triangular trade between Europe, Africa and America.Plantation owners of the South got the cheap labor they needed.The number of Negro slaves increased very quickly before America won its independence.After the Independence War, Britain shifted much of its trade to other colonies.The price of tobacco fell sharply in America.Slave labor became less profitable and began to decline.Before long, America began its industrial revolution and the cotton gin was invented in 1793.The revolutionized cotton textile industry increased the demand for cotton.To increase the production of cotton, cheap labor was needed.As a result, the number of Negro slaves stopped falling and black slavery revived.Since the South had abundant and suitable land for farming and thus needed a lot labor, many slaves were bought by those plantationers.Moreover, the Blacks cannot endure the bitter cold in the North.That is why large numbers of blacks were in the South.By 1860, there were about 3 million Negro slaves in the South who made up about one-third of the total population of the South.Before the Civil War, more than 98% of the American Negroes were in the South.An average Southern plantation was about 1000 acres with 100 slaves.They fed on horrible food which was made in the central kitchen or in the black slaves’ cabins.They had to toil all day long in the cotton fields, eating their noon-day meals in the fields.Black slaves were supervised by the cold-blooded overseers.Slave owners could beat, sell, or kill a slave without violating the law.Negro families were often broken when the master sold some of his slaves.Marriage of the slaves were regarded by the slave owner as a means to produce more slaves.A slave owner could buy a man slave and marry him to a woman slave or vice versa.No slave was allowed to go out his master’ plantation unless he had obtained a written permission from his master.There were professional slave captors who would hunt down any slave in escape.The law did not allow anyone to teach the blacks how to read and write.It is no exaggeration to say that the Negro slaves were treated as farm animals.The only difference was that they could think and speak.If you want to know more about the miserable life of slaves, you can read Mrs.Stowe’s Uncle Tom’s Cabin or Solomon Northup’s 12 Years A Slave.The conflicts between the South and the North concerning slavery led to the American Civil War.We’re going to discuss that next session.Thank you.
第四篇：7个教学方法的起源、特征、优缺点
Grammar-Translation Approach, the Direct Approach, the Audio-lingual Approach, the Situational Approach, Total Physical Response, the Communicative Approach and Task-Based Language Teaching.1.The Grammar-Translation Approach
The Grammar-Translation Approach, once called the Classical Approach, was first used to teach the classical languages of Latin and Greek in Europe during the Renaissance.Between the 17th and the early 19th centuries, it was extended to the teaching of modern languages such as English, French and German.Later it became an approach to foreign language teaching all over the world.Features:(1)The aim is to teach students to read and appreciate foreign language literature and translate the written language.(2)It is assumed that, through the study of the grammar of the target language, students will become more familiar with their native language and will speak and write their native language better.(3)It is thought that foreign language learning will help students grow intellectually.(4)Instruction is given in the native language of the students.(5)There is little use of the target language.(6)Vocabulary and grammar are emphasized.(7)Grammar is taught deductively, that is, students are given the grammar rules and examples, are told to memorize them, and are asked to apply the rules to other examples.(8)Model sentences and vocabulary lists are given.(9)A typical exercise is to translate sentences and texts from the target language into students' native language.Advantages and disadvantages:(1)It provides students with a clear understanding of the grammatical rules as well as an ability to comprehend written texts, especially when dealing with long difficult sentences.It contributes to the development of students' abilities of writing and translating.(2)This approach usually results in an inability on the part of the students to use the target language for communication.In addition, the monotonous teaching style tends to make students lose interest in foreign language learning.The Grammar-Translation Approach dominates the English classroom for many years.In recent years, the typical grammar-translation teaching procedure has been phased out.But its techniques such as explaining grammatical rules, translating sentences and doing grammar-focused exercises still have a firm position in English classrooms.2.The Direct Approach
By the end of the 19th century the Direct Approach had been established.This approach receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the students' native language.Features :(1)Focus is on spoken language.(2)Only the target language should be used in class.No translation is permitted.(3)Lessons begin with dialogues and anecdotes in modern conversational style.(4)Actions, realia and pictures are used to convey meanings.(5)Grammar is learned in an inductive way.(6)Literary texts are read for pleasure and are not analyzed grammatically.(7)The target culture is also taught inductively.(8)The teacher must be a native speaker or have nativelike proficiency in the target language.Advantages and disadvantages:(1)The direct connection between the target language and the real world contributes to the learner's ability to think in the target language.Students' interest is aroused in participating learning activities.The emphasis on pronunciation, intonation and spoken language can effectively develop students' ability to understand and speak the target language.(2)The disadvantage of the Direct Approach lies in impracticality.Its rejection of the students' mother tongue leads to the failure in understanding abstract and complicated concepts.Students are apt to make grammatical errors in speaking due to the lack of explicit explanation in the teaching process.Nowadays no teacher uses the Direct Approach in a rigid way.But successful teachers always follow some of its principles and techniques with adaptation.They try to make meanings of vocabulary items clear by using gestures, realia and pictures whenever possible, with the intention of helping students learn to think in English.They teach in English but use Chinese as an aid when necessary.They direct the class activities to make students active and to provide them with opportunities to communicate in English.3.The Audio-lingual Approach
The Audio-lingual Approach was developed in the United States during World War II.It was obvious that oral skills were necessary.Some of its principles are similar to those of the Direct Approach, but many are different, having been based upon conceptions of language and learning from structural linguistics and behavioral psychology.Features:(1)The spoken language is the fundamental form of language.(2)Lessons begin with dialogues.(3)Only the target language should be used in class.(4)Mimicry and memorization are used, based on the assumption that language learning is a process of habit formation.(5)Grammatical structures are sequenced and rules are taught inductively.(6)Pronunciation is emphasized from the beginning.(7)Errors are not tolerated.It is more important to produce correct language structures than being able to produce meaningful sentences.(8)It is believed that each language has a finite number of patterns.The major objective of language teaching is for the students to acquire the structural patterns.Pattern practice helps students form habits which enable them to use the patterns.(9)The teacher must be proficient only in the structures, vocabulary, etc.that he is teaching since learning activities are carefully controlled.Advantages and disadvantages:(1)It encourages students to use the target language to communicate, which enables them to develop the speaking ability.The pattern drills of this approach give beginning learners great help in learning and memorizing structures.As a result, students can speak accurately and fluently.(2)The biggest drawback is that it is unfavorable to the development of creative thinking.The mechanical mimicry and repetition make students lose the initiative in learning.4.The Situational Approach
The Situational Approach was developed in Europe and was popular during the 1950s and 1960s.It takes much from the Direct Approach but adds features from the emerging professional field of language pedagogy.It emphasizes the spoken language and stresses structural accuracy.It presents language in natural situational contexts.Features:(1)The spoken language is the primary goal of language teaching.(2)All language materials are practiced orally before being presented in the written form.(3)The task of language teaching is primarily to have students practice language and only secondarily to convey language knowledge.(4)Only the target language is allowed in class.(5)Language and situation are closely connected.New lexical and grammatical items are presented and practiced in situations.(6)Situational dialogues are central materials and learning activities.(7)Grammatical structures are graded from simple to complex.(8)Vocabulary is controlled, based on frequency and usefulness.Advantages and disadvantages:(1)The greatest contribution of the Situational Approach is its introduction of modern technology into language teaching.The direct connection between language and images helps students develop the ability of thinking in the target language.The use of situations provides students with a need as well as a Possibility to communicate in the target language.(2)It overemphasizes spoken language and separates it from written language.As a result, it slows down the pace of language learning.In addition, since their native language is rejected, students have difficulty in understanding some abstract lexical items and grammatical structures.The greatest influence of the Situational Approach on China's English teaching is the use of situations.Many teachers present new words and structures in situations-real situations and imagined ones.This is more often done in teaching lower level students.Practicing language in situations is used for all level students in the teaching of spoken English.Usually the teacher gives a situation and the students work in pairs or small groups to practice the newly-learned language.5.Total Physical Response
It was developed in the 1960s in the United States.This is the outgrowth of research in first language acquisition.It is observed that babies spend many months listening to the people around them long before they ever say a word.And they apparently learn to understand a great deal before they try to say much.No one tells them that they must speak.They choose to speak when they are ready.This fact leads some language methodologists to assume that second or foreign language learning is very similar to first language acquisition.In the Total Physical Response method, the students listen and respond to the target language commands of their teacher.Features:(1)Listening comprehension is very important and is viewed as the basic skill that will allow speaking, reading and writing to develop spontaneously over time given the right conditions.(2)Meaning in the target language can often be conveyed through actions.Memory is activated through learner response.(3)Students should begin by listening to meaningful speech and by responding nonverbally in meaningful ways before they speak.(4)The imperative is a powerful linguistic device through which the teacher can direct student behavior.(5)Spoken language is emphasized over written language.(6)It is unnecessary or even counter-productive to correct the students' errors.Work on the fine details of the language should be postponed until students have become somewhat proficient.(7)Teachers who are non-native speakers should make full use of the appropriate materials such as audiotapes and videotapes to provide the appropriate input for the learners.Advantages and disadvantages:(1)TPR offers a less demanding way to develop the comprehension skills of young beginning learners and also helps to develop their spoken language.Second/foreign language learning is made fun, therefore students are easily engaged in learning.It is most effective for teaching children during early foreign language instruction.(2)A criticism is voiced against TPR to the effect that it deals with language in too general a way and fails to train students to perform functions, such as expressing gratitude and apologizing.Responding to commands can only lead to the learning of some language items.Deemphasizing grammar teaching results in an incomplete understanding of language structures on the part of the students.This method is not appropriate when students have progressed to a higher level of language learning.TPR is widely used in English teaching at kindergartens and primary schools.This method has stimulated the development of textbooks.Many current textbooks for children involve the TPR activities.In addition, it often characterizes the classroom procedure.6.The Communicative Approach
It emerged in the 1970s.The advocates of the approach acknowledge that language is not just bits of grammar, it also involves functions such as greeting, apologizing,agreeing persuading, etc.Vocabulary and structures are important, but preparation for communication will not be adequate if only these are taught.Students also need to learn how to use functions in a social context.Effective communication is based not only on a speaker's intent and his level of emotion, but on whom he is speaking to and what his relationship with that person is.This approach has spread widely around the world.Features:(1)The goal of language teaching is to develop learner ability to communicate in the target language.(2)The content of the language course should include linguistic structures, semantic notions and social functions.(3)Classroom materials are often authentic.(4)Classroom activities are also authentic.(5)Skills are integrated in classroom activities.(6)Students often engage in games, role-plays,story telling and dramatization to adjust their use of the target language to different social contexts.(7)Errors are tolerated and seen as a natural outcome of development of communicative skills.(8)The target language is used in all classroom activities.(9)The teacher should be able to use the target language fluently and appropriately.Advantages and disadvantages:(1)It contributes largely to the development of students’ communicative ability.Students gain confidence and fluency in speaking the target language.This approach enables the learners to communicate fluently and appropriately in different social contexts.(2)The negative side is that its tolerance towards the students' errors tends to result in the lack of accuracy in their spoken language.Another problem with it is the lack of criteria for determining functional items.Moreover, it is difficult to make functional items compatible with structures in developing materials and organizing teaching activities.It has influenced textbook writing and classroom teaching in China.Function is one of the aspects in the syllabus.In some textbooks, functions are made clear for each unit or lesson.In the teaching process, the teacher explains the functions and designs activities for the students to practice those functions in order to use English appropriately.7.Task-Based Language Teaching
The early development of Task-Based Language Teaching dates back to the 1970s.Here the focus is on the task rather than the language.A task is an activity or action which is carried out as the result of processing or understanding language.Tasks are designed according to real life communicative needs.The aim is to develop students’ ability to use the target language in real communication.Features:(1)The primary focus is on the task.(2)There is language preparation before the task.Language study is done after the task with an aim to solve the students’ specific language problems.(3)It emphasizes the learning process, during which the students complete real life tasks in order to develop the communicative ability in the target language.(4)The central principle is learning by doing.(5)Students, success is judged in terms of whether or not the tasks are performed.(6)Students are the active participants in learning activities rather than passive recipients of knowledge.(7)The teacher is seen as an organizer, facilitator, monitor, and sometimes partner.Advantages and disadvantages:(1)It provides students with a real need to use the target language and therefore is beneficial to the development of their communicative ability.Appropriate tasks can arouse students’ interest in learning and create a lively class atmosphere.This method helps students to develop a life-long learning capacity.(2)Task-Based Language Teaching is undoubtedly a demanding method.The teacher must be proficient in the target language.He should be creative enough to design real life tasks, knowledgeable enough to give his students the necessary help, and flexible enough to deal with the unexpected situations in the classroom.One important issue is how to keep language use activities and language study activities in the right proportion.On the part of the students, good discipline and essential language storage are the prerequisites to carry out the task.Task-Based Language Teaching was introduced into China a few years ago.Ever since the English Curriculum Standards for Compulsory Education and Senior High Schools was first issued in 2001, this method has been advocated throughout China and has become increasingly popular.Some teachers have applied it to their teaching and have achieved success.Their students have made great progress in using English.However, there are teachers who find it difficult to use the TBLT in their teaching, partly due to their inability to use the method, and partly due to their students' poor English foundation.Between the two types of teachers are those who do not want to take the risk to try something new for fear that their students fail in the exams.
第五篇：江苏海岸带特征 -讲稿
江苏省海岸带特征概述
一、自然环境特征
1、地理位置
江苏海岸带北起苏鲁交界的绣针河口，南抵长江口北支寅阳角，包括连云港、盐城、南通3市所辖全部行政区域，陆域面积 3.25万km2，海岸线长954km，占全国大陆海岸线的5.3%。
2、海岸带特征分析 1）地质概况
江苏沿海以淮阴一响水断裂为界,分属华北地台及扬子准地台两大构造单元。除赣榆的石桥、秦山岛等地出露太古界地层和后云台山、东西连岛等地出露元古界地层外,其余地区几乎被第四纪沉积物所覆盖.。
江苏分属华北坂块、苏鲁造山带和下扬子板块。两板块的拼接为印支期，下扬子板块向华北板块之下呈楔形插入，板块之间海槽逐渐萎缩消亡，沿拼接带自深而浅形成高温超高压变质带(以榴辉岩为代表)、低温高压变质带(以蓝晶石片岩为代表)和韧性剪切带。地质时代表明主拼接期为晚三叠世卡尼期—瑞替期。而扬子板块北缘海相沉积消失的最后时间为晚二叠世。从古地磁视极移曲线对比看，两板块可能相近或相连大致亦在晚二叠世以来。俯冲、挤压、拆沉、翻转形成了印支期拼接的古盆岭构造，即东海杂岩带(造山带主体)和灌云—云台大复向斜(倒转—同斜，轴向南东倾斜，但坳陷带缺失三叠纪—侏罗纪沉积)。三叠系—侏罗系见于淮阴—响水口一线以南地区。
2）海岸地貌
：江苏海岸类型除基岩海岸(4%)和砂质海岸(3%)外，93%为粉砂淤泥质海岸（884 km），其中堆积型粉砂淤泥质海岸长571 km。
砂质海岸分布于赣榆县绣针河口至兴庄河口，岸线长30公里；
基岩海岸分布于连云港市西墅至烧香河北口，岸线长40公里，19座基岩岛屿也主要分布于连云港附近海区；
全省大部分海岸为淤泥质海岸，岸线长884公里，其中淤涨和相对稳定海岸占74%，滩涂宽阔。岸外有巨大的南黄海辐射沙脊群，海岛26座。
根据地貌的成因特点，本区主要为堆积地貌，其中北部为古黄河、古淮河泛滥堆积，南部为长江冲积物堆积;少量为构造剥蚀地貌，位于连云港市境内丘陵的山前地带和海洲湾水下浅滩。
另外，南黄海辐射状沙脊群南北长达200 km，东西宽90 km，海区水深可达25 m，海域水深在0-40米，以弶港为中心向外呈辐射状分布。
江苏海岸平原为基岩港湾点缀的冲积-海积海岸平原，地貌框架为“一山两洲夹两原”。“一山”指北部海州湾沂蒙山地余脉云台山；“两洲”指废黄河三角洲和长江三角洲；“两原”指北部海州湾海积平原和中部盐城海积平原，由此构成江苏海岸带的地貌框架。北部绣针河与灌河之间为海州湾海积平原，灌河与射阳河之间为废黄河三角洲，射阳河与北凌河之间为盐城海积平原，北凌河与长江为长江三角洲。江苏海积平原宽阔，西起盐城市的龙岗至阜宁白沙一线，东抵现代海岸，东西宽约50km。近海海底划分为海州湾、黄河水下三角洲、辐射状沙洲和长江水下三角洲四个地貌区。海州湾海底地貌区位于海州湾东南部和连云港以东的部分海区，主要的地貌类型有水下浅滩、海底残留沙平原和古河道二种。黄河水下三角洲位于新洋港口以北至北纬的海域，主要的地貌形态有废黄河口沉溺二角港、废黄河水下三角洲和古黄河三角洲等。辐射状沙洲分布在新洋港至遥望港海岸以东，发育在古黄河和古长江三角洲上，是江苏海岸带的一个重要组成部分。遥望港日以南岸外为长江水下三角洲地貌区，主要地貌类型有长江北支汊道、现代水下三角洲和古长江二角洲。局地海流受到海底地貌的控制。
3）水文动力
a.潮汐
射阳河口附近海域最大可能潮差最小,约300-350cm,往南逐渐增大,江苏南部沿岸最大可能潮差约500-700cm,外海为400-5O0cm;最大可能潮差最大值在弶港海域一带,如小洋口附近最大可能潮差达700cm。射阳河口往北,最大可能潮差也逐渐增大,在海州湾最大可能潮差为600一650cm。
江苏沿海潮流，南受东海前进潮波控制，北受黄海旋转潮波控制，两者在中部弶港一带岸外辐合。沿海潮汐类型，北部沿海多属不正规半日潮，小部分区域是正规半日潮，如废黄河口以北为规则半日潮，连云港、小丁港附近海域；靠近无潮点附近沿海为不规则半日潮，主要分布在滨海港、射阳河口海区。无潮点局部海域为不规则日潮，南部海区受东海传来的前进波影响，为规则半日潮。全省沿海高潮间隙为7～12小时，闸下平均高潮位1.27～4.61米，平均低潮位-1.67～1.22米。平均潮差2～3米。弶港至小洋口一带为潮差最大区，平均潮差达3.9米以上。小洋口外实测最大潮差达9.28米。
b.波浪
1、全年盛行偏北向浪，风浪为主的混合浪。
2、最大波高分布特征：3米等值线基本沿海岸及沙洲区外轮廓线分布，离岸约20公里，由海向岸波高迅速减小。
3、平均波高和平均周期年变化不显著。
c.泥沙
1、江苏沿海岸外浅海泥沙含量较高，夏季平均含沙量大于0.1克/升，冬季平均高达0.3克/升。
2、大致以辐射沙脊群为顶点向南北递减。其中灌河口一带多在0.1—0.38克/升之间，废黄河口附近含沙量大增，一般均在0.5克/升以上，在辐射沙洲的内缘区，含沙量剧增，新洋港至王港附近多在1.0-2.5克/升之间，辐射沙洲区南翼近岸水域含沙量比北翼小。小洋口外大多在0.4-1.3克/升，至北坎降至0.3-0.8克/升，吕四附近又降至0.2-0.7克/升，长江口北支也是泥沙含量较大的区域.。
3、海水中较多的泥沙含量，利于潮滩沉积发育，但也易引起沿海闸下港槽的淤积，影响工程效益。
d.风暴潮
1、在江苏沿海，大风增水和天文大潮汛耦合形成风暴潮的概率较大。
2、江苏沿海出现异常高潮位，除极个别极优天文条件下的大潮汛外，主要因台风过境引起，其次是强寒潮南下造成的。台风风向大多自海向陆，增水现象明显。
4）动力作用结果-冲淤状况： 砂质海岸
砂质海岸分布于海州湾北部的绣针河口至兴庄河口，岸线呈弧形。准平原剥蚀面上的风化壳发育，风化碎屑成为海岸带砂质沉积物的丰富来源。该海岸多短小湍急的山地河流，河口及海岸多砂质堆积体。砂质海岸可分为绣针河口-柘枉和柘汪-兴庄河口两个岸段。
绣针河口-柘枉为淤积岸段。近绣针河口沙咀，滩面宽 2～3 千米，混有粉砂淤泥的中砂质浅滩，坡度 0.24％。近岸 300 米内，表层 3 厘米为黄色淤泥质粉砂，质地均匀；下层为灰黑色粉砂淤泥。近岸 330～800 米间为灰黑色粗粉砂细砂夹淤泥。从沿岸平原及浅滩的地层结构、河流沉积物分布及现代动力过程看，该处海岸处于侵蚀型环境．只是由于入海泥沙较多．因而在一定时期内表现为堆积淤涨。不过近50 年海岸受台风和人为采沙影响，明显受冲，1970 年代匡围的对虾养殖池多被冲毁，今沿岸海堤大多进行了块石干砌护坡，岸线处于微侵蚀或基本稳定状态。
柘枉-兴庄河口为侵蚀岸段。该段岸线平直，走向南北．沿岸有沙坝、浅滩及岸外沙坝等。岸线在逐步后退．海滩、沙坝及岸外浅滩受冲刷。主要原因是入海河流上游修建水库以及人工采挖海滩使人海泥沙减少。1980 年代以后人工采沙得到了禁止，侵蚀有所减缓，侵蚀速度已控制在 10 米/年以下。基岩海岸
基岩海岸分布于连云港的西墅至烧香河口，海岸岬湾曲折，岸线长 40 千米。基岩海岸的港湾有砂质堆积，如海头湾浴场及墟沟大海湾等，其余均为海蚀悬崖。很少形成和存在滩涂。粉砂淤泥质海岸
粉砂淤泥质海岸是江苏省最主要的海岸类型，岸线长度 884 千米。占全省岸线的 90％以上，又可分为基本稳定、侵蚀与堆积三种类型。
1、基本稳定型的粉砂淤泥质海岸分为南北两段。北段为兴庄河口-西墅，长约 32 千米。沿岸为海积平原，入海河流大多经人工开挖改造，流经黄土区，带来细粒沉积。南段为蒿枝港-启东嘴，长约 55 千米。1966 年以前岸线后退较快，后渐缓和。该岸段本质上属侵蚀后退型，因有长江人海泥沙补充，近期岸线基本稳定。
2、侵蚀型的粉砂淤泥质海岸有两段，：
北段为烧香河口至射阳河口，长 197 千米。该岸段属废黄河三角洲及其北翼海湾平原海岸，岸线平直，潮间带海滩较窄。1128年黄河夺淮由江苏北部入海，黄河带来大量的细颗粒泥沙，岸段迅速淤长，形成了面积达7160km2的褶扇形三角洲。1855年黄河北归后，三角洲岸段因巨量泥沙供应断绝出现侵蚀岸段。
南段为海门东灶港-蒿枝港（吕四海岸），岸线长 29 千米，为严重侵蚀岸段，其历史演变与长江口的变迁有关。该岸段冲刷后退明显。目前海堤内外最大高差在 3 米左右。滩面没有明显的侵蚀陡坎，潮滩上部的盐蒿滩缺失，潍面主要为粉砂淤泥质物质，滩面上潮水沟发育。目前该岸段的后退已困海堤防护工程的建造而被控制，但堤外海岸的下蚀现象不断加剧。
3、堆积型的粉砂淤泥质海岸分布于射阳河口-东灶港，长 571 千米。沿岸潮间带浅滩宽 10-13 千米，岸外有一片南北长 200 千米，东西宽 90 千米的辐射沙洲区。据固定断面实测，其平均高潮位线外移速度以辐射沙洲基部蹲门口一带最快，向南北两侧逐渐减少。这和泥沙含量分布的规律相吻合，也主要是因为东海前进潮波和黄海旋转潮波在中部弶港辐聚而成的移动性驻潮波。
二、社会经济状况
1、社会经济概况
江苏省的海洋产业相对并不发达，2013年海洋产业总产值4921.2亿元，其中第一产业225.6亿元（5%），第二产业2263.5亿元（46%），第三产业2432.2亿元（49%），海洋生产总值占到江苏沿海地区GDP的8.3%，占整个沿海十一省市海洋产业总产值的9.06%。第一产业：海洋农业（渔业），包括海洋捕捞业、海洋养殖业等（潮间带比较宽阔，有潮滩）江苏沿海的海水养殖面积193807公顷，占全国沿海地区（2315569公顷）8.37%，有三个主要渔场，长江口渔场、吕四渔场、海州湾渔场（原因：）海水养殖：浅海、滩涂、港湾、围塘，第二产业：海洋工业，包括海洋采矿业、海洋化工业、海洋制造业等
江苏省的风能发电能力较高，占到了全国沿海地区风能发电能力的16.9%。潮滩广阔，地形平坦，沿海风能资源丰富
第三产业：海洋服务业，包括海洋旅游业、海洋港运输业、沿海港口业、海洋信息业、海洋保险业
2013年，江苏沿海地区渔港数量128个，占全国沿海地区总量的8.59%，货物吞吐量23908万吨，仅仅高于广西和海南（有上海港，服务区域小），占全国沿海地区的3.16%
江苏货物吞吐量占全国比重3.16%，港口吞吐量小，港口没有起到主导产业的作用，主要源于江苏海岸主要为淤积海岸，大多数地区不利于港口建设，交通运输业比重低。.江苏海洋经济应采取如下战略: ①深水大港—港口群带动战略, 港口建设滞后导致临港产业发展滞后是造成江苏海陆产业联系较为薄弱的主要原因。因此江苏应发挥经济大省优势, 加快洋口、大丰、连云等临海深水大港建设。②工业区—城市拉动战略。采取港口工业区拉动，中心城市发展为依托的双极核发展战略，使海洋开发—港口工业区拉动—海滨城市发展成为一体的海洋开发战略。
2、江苏在一带一路中的战略地位
“一带一路”战略实施后所形成的沿海、沿江、沿边全范围开放格局，使得江苏等沿海地区作为从对外开放的最前沿阵地的独特地位在逐步消失，在与中亚、西亚贸易以及对缅的经贸交流中反而有可能处于后方腹地的区位，原有的开放优势被逐渐冲淡。但同时危机中也蕴含着巨大的机遇。
江苏兼具丝绸之路经济带、海上丝绸之路及长江经济带的“两带一路”的独特地理位置，连云港处于丝绸之路经济带中东方桥头堡地位。江苏作为黄金水道入海口又是长江经济带重要一段，沿海开发国家战略的确定则进一步凸显江苏在 21 世纪海上丝绸之路中的区位优势。通过海上交通通道，近可便捷联系东亚、东南亚，远可与美洲、非洲、大洋洲、欧洲各国实现经贸往来，是我国改革开放以来最重要的对外贸易通道。拥有新亚欧大陆桥沿线地区最经济便捷的出海大通道，可实现与中亚、东欧国家的经贸交往。依托长江黄金水道，可与中西部地区进而与东南亚国家打通联系大通道，有助于拓宽对外联系的路径。
近年来，江苏沿海港口建设发展取得明显成效，据省有关部门提供的数据，2014 年沿海港口共完成货物吞吐量2.9 亿吨，是2009 年的2.4 倍。建成了以连云港港30 万吨级一期、滨海、大丰和洋口港10万吨级、赣榆5 万吨级航道等为代表的一批公共基础设施项目。我省沿海已初步形成以连云港港为核心，盐城港和南通港协调发展，3 个中心城市港，12 个港区的总体发展布局。
三、江苏海岸带特色
江苏海岸带具有以下 5个基本特点： 1、93％的岸线为粉砂淤泥质海岸，组成物质颗粒细；
2、沿岸陆地低平；
3、海岸线平直，曲折率 0.47(海岸两端直线距离／海岸总长度)；
4、岸外有巨大的辐射沙脊群
5、潮间带宽缓，滩涂资源广阔。（江苏沿海滩涂面积约65.3万hm2的滩涂，约占全国滩涂总面积的1/4左右，居全国沿海省市第一位。）海岸线平直，曲折率 0.47(海岸两端直线距离／海岸总长度)福建省大陆岸线直线长度535千米，曲线长度3051千米，曲折率达5.6，曲折率却居全国首位。
折线的曲折度为两点之间的折线距离与直线的距离比值。因海岸线漫长且形态复杂，单纯用起点与终点之间的折线距离与直线的距离比值来计算，不能真实反映岸线中间部分的差异性。为了更好地反映海岸线内部曲折度的差异性，以提取的不同时期的海岸线为基准参考，设置一定的重采样距离，岸段间得到一条大陆海岸线的简化线，将其作为此岸段的大陆海岸线轮廓基线。故海岸线的曲折度的模型演变为:，式中: L 为岸段间的岸线长度;LS为岸段之间的海岸线轮廓基线的长度;i 为研究区内的岸段数量。
辐射沙脊群
范围：北起射阳河口、南至长江口外围，南北长200km,东西宽90km，水深0-30m。大致以弶港为顶点呈 150°扇面向北、东北、东和东南方向辐射状分布。近岸沙脊低潮出露成为沙洲，面积22 470 km2，其中 0 m 线以上面积为 3 782 km2。包括南通 盐城的个县。
动力：潮流动力为主的同时，也存在波浪作用的影响，潮流特征与地形密切相关，以弶港为中心的各条潮汐通道内的辐聚一辐射的往复流是主要动力机制。目前处于动态平衡的调整阶段。突发事件如风暴潮、台风等是辐射沙脊群大规模变迁的主要动力条件，即潮流塑造-风暴破坏-潮流恢复的模型。
演变：辐射沙脊群最主要的物质来源是长江和黄河提供的泥沙，海底侵蚀、地方小河流如淮河、射阳河等也可能是辐射沙脊群物源之一。外缘规模小的沙脊被侵蚀而逐渐萎缩，侵蚀所产生的沙主要向辐射沙脊根部输运，使得辐射沙脊群逐渐淤高，且不断并陆。整个辐射沙脊群有向东、南两个方向迁移的趋势。
潮间带宽缓，滩涂资源广阔
江苏现有滩涂总面积50.01万公顷，占全国总量的1/4，其中潮上带滩涂面积为3.07万公顷、潮间带滩涂面积26.77万公顷、辐射沙脊群区域理论最低潮面以上面积20.17万公顷。
在《江苏沿海滩涂围垦及开发利用规划纲要(2010-2020年)》指出，2010-2020年这十年间围垦滩涂面积达270万亩，主要分三个阶段实施。滩涂围垦共包括21个垦区，其中连云港市4个垦区，围垦面积达14.5万亩；盐城市9个垦区，围垦面积达131万亩；南通市8个垦区，围垦面积达124.5万亩。
1、与山东与河北海岸比较，江苏为什么能够形成如此广阔的粉砂质平原海岸，岸外还发育了辐射沙脊群？
山东半岛砂质海岸占全省海岸线的80%，还有部分基岩海岸，从胶莱河口的虎头崖向东绕胶东半岛至绣针河口段，除部分河流入海口形成小面积冲积泥滩外，全长2473km，绝大部分属于基岩海岸和山前平原冲击形成的砂质海岸，为海岸线总长80%。
山地海岸：山东的山地海岸起自绣针河口，止于山东北部的虎头崖。这种海岸是在胶辽隆起带这个
构造基础和山东丘陵、鲁南山地这种地形条件下发育的。岸线曲折、港湾众多,近岸水深较 大。现代海岸动力以波浪为主,海岸沉积物多系粗粒物质,海水清澈,岸滩变化较小。
平原海岸：平原海岸的波浪作用不甚明显,海岸的冲淤多赖以河流与潮流的作用。包含莱州湾粉砂淤泥质海岸、迅速淤进的黄河三角洲海岸 河北：以砂质海岸和淤泥质海岸为主 全省岸线自北向南： 基岩海岸：位于戴河口以北至冀辽界线； 沙质海岸：展布于秦皇岛市戴河口以南至唐山市大清河口一带； 淤泥质海岸：以天津市为界分为南北两段，北段分布于唐山市的大清河口以西，至冀津北交界处，南段为沧州市沿海岸线（韩晓庆，2011）。沉积物颗粒由北向南逐渐变细
2、就海岸地貌而言，沿海平原、潮间带和水下岸坡是相互联系的，不宜截然割裂来谈，包括图件。
3、江苏平原海岸西部为什么会有一个低洼地（即里下河洼地区）？就海岸地貌的观点，目前划出的废黄河三角洲和长江三角洲海岸是在怎样的时间尺度上进行的？
从新石器时代到汉唐时期，苏北沿海海域在波浪作用下，泥沙作横向运动，逐渐堆积成岸外沙堤。据学者考察和研究，在里下河东侧滨海平原上，发育有五道沙堤。与此同时，长江每年携带4亿吨左右的巨量泥沙，在镇江、扬州之间入海。在江流、海浪的激荡下，长江口岸南北两侧各自形成一条沙嘴，其中北岸沙嘴从扬州向东，经泰州、海安、如皋、如东一线，与里下河东侧的岸外沙堤会合，将广大的里下河腹地封闭成宽阔的泻湖。沉积剖面表明，兴化一带在沼泽相沉积的下面，便是滨海相粉砂层。
中国边缘海大陆架在晚更新世时期曾是海岸平原,在古长江、古黄河泥沙填充下形成了陆架堆积体,并在全新世发育了南黄海辐射沙脊群、废黄河三角洲和长江三角洲。
4、江苏海岸的特点是潮控平原型海岸为主，沿岸有大量的潮间带湿地，水下亦发育大面积的浅滩，这也是为什么国家战略重在潜在的土地资源，请考虑江苏海岸新生土地的生长点主要应在哪？同样，这是否亦是江苏海洋经济中交通运输业比重小的原因？不过，江苏的修造船业、养殖业是否仍有一定的比重？结合江苏海岸的自然环境特点，未来的路在何方？
答：江苏潮滩广阔，就海岸带侵蚀淤积的情况来看，目前江苏海岸主要淤积的岸段为射阳河口-东灶港，也就是辐射沙脊群海域，其他岸段主要为侵蚀或者基本稳定状态，互花米草的促淤作用使得辐射沙脊群海域淤长速率较快，有形成广阔土地的物质基础。
江苏海洋经济历史悠久，但真正起步是从 1990年代初，江苏提出开发苏东的战略开始的，1995—1999 年，江苏海洋产业发展处于起步阶段，主要特征是第三产业快速增长，第一产业发展缓慢，第二产业几乎没有进展，比重甚至出现负增长。2000 年后，江苏开始第三次海洋开发浪潮，这次是以开发滩涂和建设沿海工业园为主。江苏沿海以盐城的大丰为界，以南第一产业比重较低，以北较高。制约江苏海洋经济发展的原因一方面是由于江苏沿海地区处于经济低谷, 导致海洋第二产业中的新兴产业及高技术产业发展滞后, 第三产业发展不足;另一方面是由于各海洋产业与区域经济的关联度较低, 海陆互动性弱。
港口运输业在江苏海岸带产业区域评价中效益较低，没有起到主导产业的作用.另外，江苏海岸带目前虽已形成以化工、轻工等主导产业，但是主导产业的主导地位和辐射作用尚欠突出，海洋产业比较薄弱。江苏海洋经济应采取如下战略:①深水大港—港口群带动战略,港口建设滞后导致临港产业发展滞后是造成江苏海陆产业联系较为薄弱的主要原因。因此江苏应发挥经济大省优势, 加快洋口、大丰、连云等临海深水大港建设。②工业区—城市拉动战略。采取港口工业区拉动，中心城市发展为依托的双极核发展战略，使海洋开发—港口工业区拉动—海滨城市发展成为一体的海洋开发战略。3.江苏海洋经济的创新发展，将重点推动海水淡化和海洋装备产业。
5江苏海岸发展中，还需要考虑国家“黄金水道”发展对江苏的重要意义。特再补充。
江苏要依托黄金水道加速转型：长江是江苏发展的重要战略依托，沿江地区是全省经济社会发展的核心区域。江苏要主动融入长江经济带发展战略，充分发挥全省经济社会发展的比较优势，打造长江经济带发展先行先导地区。南京港未来将开辟近洋国际航线和台湾航线，发展国际特色物流。未来的南京港将形成以专业物流为特色，分别兼顾国际物流和区域物流、城市物流的航运物流枢纽，江海转运主枢纽港，支撑长江航运物流发展。
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