地理实践活动设计与实施是国家基础教育课程改革要求，也是地理新课程标准要求。随着地理学科核心素养的提出和强调，地理实践活动备受关注。气象气候地理实践活动的设计与实施契合高中气象气候教学需求，愈发受到重视。本文通过设计问卷，对全国14个省份60个老师及7个省份103个学生发放问卷，以全面了解当前高中气象气候实践活动的开展情况。
通过对课标和教材以及问卷结果的分析，发现目前地理教学的课标和教材为气象气候实践活动提供了设计建议与案例，教师应结合课标要求，选取合适的教材内容，设计丰富多样的实践活动。尽管地理实践活动在全国蓬勃发展，但气象气候实践仍面临资源匮乏、课时紧张及教师培训不足等挑战，影响了实践活动在知识学习、理解和掌握方面的效果。因此，教师在开展活动时需明确目标，选择合适的主题和内容，设计兼具趣味、可操作性和学习性的方案，以提升教学质量。同时，学校应管理好活动资源，通过家校、校际以及与社会机构的合作，为地理实践活动的顺利开展创造良好条件。
最后结合理论基础和相关建议，以“探究冷锋与暖锋”为活动主题，设计活动案例，提出以下活动实施建议：在活动启动之前，教师应深究气象观测设备的操作及冷锋、暖锋的相关知识，以便在实践中更好地指导学生并清晰阐述锋的形成、特性及其对天气的影响。分组合作时，需考虑学生性格，确保互补，避免个人主导或边缘化，让每个学生都能在合作中提升能力。同时，教师需全程参与指导，确保学生准确掌握知识并纠正错误。各学校可根据实际灵活选择活动形式，如利用物理模型或VR技术模拟气象现象等。最后，教师可补充生活中的天气案例，提高学生知识的实际应用能力。

The design and implementation of geographical practical activities are the requirements of the national basic education curriculum reform as well as the new geography curriculum standards. With the introduction and emphasis on the core literacy of geography, geographical practical activities have attracted increasing attention. The design and implementation of meteorological and climatic geographical practical activities cater to the teaching needs of high school meteorology and climate, and are receiving more and more attention. This article distributes questionnaires to 60 teachers in 14 provinces and 103 students in 7 provinces across the country to fully understand the current situation of meteorological and climatic practical activities in high schools.

Through the analysis of curriculum standards, textbooks, and questionnaire results, it is found that the current geography curriculum standards and textbooks provide design suggestions and cases for meteorological and climatic practical activities. Teachers should combine the requirements of the curriculum standards, select appropriate textbook content, and design diverse practical activities. Although geographical practical activities are booming nationwide, meteorological and climatic practices still face challenges such as a lack of resources, limited class time, and insufficient teacher training, which affect the effectiveness of practical activities in terms of knowledge learning, understanding, and mastery. Therefore, teachers need to clarify their objectives, select appropriate themes and content, and design schemes that are both interesting, operable, and educational to improve teaching quality when conducting activities. At the same time, schools should manage activity resources well and create good conditions for the smooth development of geographical practical activities through cooperation between home and school, inter-school cooperation, and cooperation with social institutions.

Finally, combining theoretical foundations and relevant suggestions, with the theme of "Exploring Cold Fronts and Warm Fronts," an activity case is designed, and the following activity implementation suggestions are proposed: Before the activity starts, teachers should delve into the operation of meteorological observation equipment and the relevant knowledge of cold fronts and warm fronts to better guide students in practice and clearly explain the formation, characteristics, and impact on weather of fronts. When grouping for cooperation, teachers need to consider students' personalities, ensure complementarity, avoid individual domination or marginalization, and enable every student to improve their abilities through cooperation. Teachers also need to participate in guidance throughout the process to ensure that students accurately grasp knowledge and correct mistakes. Schools can flexibly choose activity forms based on their actual conditions, such as using physical models or VR technology to simulate meteorological phenomena. Finally, teachers can supplement weather cases in life to improve students' practical application ability of knowledge.