随着全球化及蓝色经济时代的临近，世界主要涉海国家正在逐渐加强海洋资源的开发与利用。日、韩、欧、美等国家和地区不仅将海洋教育列入国家课程体系，甚至从儿童阶段就进行海洋教育。调查显示，我国青少年海洋常识及海洋意识缺失，这与我国海洋教育的不足有很大的关系。目前我国还未将海洋教育列入国家课程，只有少数地方将海洋教育列入地方课程。虽然有些地方将海洋教育纳入了地方课程体系，但开课情况并不理想。因此，在高中阶段开设相关的校本课程，对学生进行海洋教育十分必要。 本研究综述了国内外海洋教育的现状；依据校本课程的理论和开发模式，利用三亚地缘特点和海洋生物资源，在调查海南三亚一中高一学生海洋知识现状的基础上，开发出基于海南三亚市海洋资源的生物校本课程；并在该校高一年级进行实施；课程实施后，通过对教师和学生进行问卷调查和访谈，了解师生对开设海洋生物教育校本课程的意见和建议，对课程进行进一步的完善。 研究结果表明基于海南三亚市海洋资源开发的生物校本课程是有效的。通过该校本课程的学习，增加了学生的海洋生物知识，培养了学生爱护海洋的情感，激发了学生开发利用及保护海洋的兴趣。课程中的研究性学习和综合实践活动的设置与实施，有效地促进了学生学习方式的转变，提高了学生的综合能力。同时，教师在校本课程的开发与实践过程中，提高了自身的专业素养。本研究所开发的校本课程弥补了国家课程和地方课程的不足，为开展中学生海洋教育提供了参考，也为国内同类课程的开发提供了借鉴。

With the advent of globalization and the blue economy era, the major maritime countries in the world are paying increasing attention to the exploitation and utilization of marine resources. Some countries and regions such as Japan, Korea, Europe and the United States not only include marine education in the national curricular system, but also carry out marine education for children. The survey shows that the lack of marine knowledge and marine consciousness among Chinese teenagers is closely related to the deficiency of marine education in China. At present, the marine education has not been included into the national curricula in China, and it has been included marine education into the local curriculum only in a few regions. And even in those few regions, the teaching effect is unsatisfactory. Consequently, it is necessary to offer relevant courses on marine education in high school. In this paper, the current situation of marine education at home and abroad was summarized. Based on the theory and development mode of the school-based curriculum, and utilizing the geographical features and marine biological resources of Sanya, a coastal city in Hainan Province, the course objective was identified on the basis of investigating the marine knowledge of grade 10 students at No.1 Middle School of Sanya, and the school-based curriculum based on marine resources of Sanya was developed. It was implemented in the tenth grade of this school. After the implementation, using constructed interview and personal interview, the suggestions of teachers and students were investigated to improve this course. The study results suggest that the biological school-based curriculum based on the Sanya′s marine resources is effective. Through the study of this course, the students have increased their knowledge of marine biological knowledge, developed their feelings of caring for the sea, and forged their interest in exploiting and protecting the sea. The inquiry learning and comprehensive practice activity in the course effectively promoted the change of students' learning mode and improved their comprehensive ability. Meanwhile, teachers have improved their professional quality in the process of school-based curriculum development and practice. The school-based curriculum developed in this study makes up for the deficiency of national and local courses, provides reference for marine education to middle school students, and for the development of similar courses in China.