Practical Study On Disaster Education In Secondary School’s Geographical Education

Started with disaster prevention education at the early stage, disaster education has gradually grown into a sophisticated education system covering aspects prior to, in the middle of and after disasters over last20years. People attached an unprecedented attention and demand to understanding and application of knowledge in connection with disaster, especially following the Wenchuan Earthquake broken out in2008. Disaster education achieved a lot and their sense of disaster started to awaken.In2003, a daring attempt in respect of disaster education for the secondary school was implemented by opening a geographical optional course entitled Natural Disaster and Prevention&Recovery for senior high school students. Although this course is still not available in junior high school, students are psychologically and physically eager to learn more about knowledge concerning disaster. They seize each conceivable opportunity in class to expand their scope of knowledge and apply what they have learnt to real life.This article primarily focuses upon such education attempt at the stage of junior high school in order to prepare a smooth transition to disaster education in senior high school’s geographical education. Complied with existing studies on theories involving disaster education, this article is trying to interpret the functions and contents of disaster education described in the People’s Education Press’s teaching material called Geography of Junior High School. The essences, study objectives and significance of this article are determined by current development and research status of disaster education. Analyzing and processing such teaching material’s educational function and expression form, the article falls into the following5parts:Preface constitutes Part I in which attention is cast to the frequency of disaster so as to support the function and significance of disaster education as well as reflect the importance that such education bears.Part II discusses the development course of disaster education, compares current research status at home and abroad as well as draws objectives and concrete contents about disaster education at the junior high school stage from reference.Part III processes and breaks down questionnaires to support the feasibility of setting up disaster education in junior high school in terms of student’s demand and cognition basis as well as teacher’s cognition status and desire to open such course.Part IV forms the core of this article. The author complies with the basic concepts of this new course and optimizes and integrates the teaching material Geography of junior high school. What’s more, he explores potentials of the teaching material and infuses knowledge as regards disaster education in the form of topic units, adopts various teaching strategies to awaken student’s learning interest and help them learn with joy. Those knowledge points difficult to comprehend are explained gradually in line with student’s cognition pattern. The author also summarizes the process of and thoughts obtained from teaching practices into experience.Part V makes conclusion and describes visions. Via the above-mentioned research and analysis results, a practical method is brought up for implementing disaster education in junior high school. Comparison between data from experimental schools and those of non-experimental schools is also conduced so as to figure out the effect concerning disaster education. In the end, the author expresses some ideas about how to put disaster education into practice in the future too.