Based On Geographical Disaster Under The Background Of New Curriculum Of Senior High School Education Present Situation Analysis And Strategy Research

Human beings are the product of the natural and geographical environment; human survival and development are closely related to the natural and geographical environment. By understanding of nature, the natural process of "reform", the people has gradually come to understand and master the many laws of nature.Nature disasters frequently occur all over the world in recent years. Such as:Wen Chuan earthquake in2008, Hai Di earthquake in2010, Japan earthquake in2011our country’s continuous drought and so on. All these disasters have been troubling human being all the time. Our country is one of the countries which have the most severe disaster in the world. What’s worse, the diversity of disasters, high frequency of occurrence, strong regional feature and seasonal feature cause very severe damage. However, our country’s public disaster consciousness is lower compared with other developed countries. The International Decade for Nature Disaster Reduction pointed out that education plays the core role in the plan of reducing nature disaster and knowledge is key to success of reducing nature disasters. Thus, school occupies the key role in preventing and reducing nature disasters. The New Curriculum Reform advocate students’overall development, how to open disaster education in China school becomes a severe challenge and an important issue.Based on the background of the new round of curriculum reform, under the in-depth understanding of the world’s natural disasters, explore the necessity and feasibility of high school geography education to enhance disaster education. By understanding the current implementation of the current situation of disaster education in some schools, combined with the survey of high school geography teachers engaged in teaching first-line access, pointing out that in China there are many problems in the implementation of disaster education, and impact of the implementation of disaster education, the reasons for the profound analysis. Solve the above problem and the reasons put forward to strengthen the implementation of disaster education in high school geography curriculum improvements and upgrade strategies.At last, the author showed teaching plans of two periods based on the author’s teaching practice, the whole teaching plan reflects the author’s understanding and practicing of disaster education. After researching this subject, the author made several conclusions, as follows:(1) The necessity and feasibility of the implementation of disaster education in high school geography curriculum. Disaster education to high school students to recognize the reality of China’s disaster-prone, improve disaster awareness. High school students through the learning of theoretical knowledge and practical ability to combine and enhance the viability, but also can develop the concept of sustainable development. Disaster education in China has a long historical basis, and disaster education content and geography are closely linked, is an important part of the students quality education.(2) The current status of disaster education in schools is worrying. By the impact of the transition rate, the vast majority of schools in the process of implementation of disaster education, and focus only on theoretical knowledge, neglect the cultivation of practical abilities. Coupled with the lack of on teaching resources, teaching methods and assessment criteria is very simple, was so little education. This curriculum resource limitations and the complexity of the organization of teaching necessarily linked.(3) Using the concept of teaching the new curriculum reform to promote the implementation of disaster education. A new round of curriculum reform, high school geography curriculum reflected on the whole more concise and more rigorous, logical style. Knowledge of the disaster-related courses presented in the form of case. Disaster education course content to reflect the systematic and timely, keeping in mind the flexible teaching methods. Therefore, teachers in the selection and design of the case have a crucial role. The development of rational evaluation mechanisms is to facilitate the effective implementation of disaster education.(4) To social security-based, school organization focused on teachers’ implementation is critical for disaster education. Countries need to focus on disaster education, the introduction of a practical security system; schools have to improve the teaching facilities, the development of school-based curriculum, increase the propaganda of the disaster education; teachers should strengthen education and training, to enhance their professional capabilities, rational use of teaching methods teaching and education combine to promote the overall development of students.Given the limited research capabilities and limitations of the information on the scope of the study, only school teachers in several regions of interviews, has not conducted a nationwide investigation, and then come to the status of implementation of disaster education across the country, and thus to be improve further to go.