A Comparison Of “Disaster Education” In Geographical Courses Between China And Foreign Countries

China is one of the countries subjected to frequent various types of natural disasters in the world.In particular,they often happen suddenly and anomalously,and cause enormous losses.It is therefore essential to improve the ability of prevention,mitigation,and relief of disasters to ensure the sustainable development of society.To finish this,disaster education is indispensable.As a both natural and social subject,geography is very suitable for disaster education.Some foreign countries perform disaster education in geography.A lot of successive experience and cases have been achieved.However,many deficiencies still exist in Chinese disaster education,such as emphasizing theories rather than practice.To address this,a thorough comparison of the geographical "disaster education" courses in China and abroad is of vital importance.This will help to learn from the successful experience of others to overcome our shortcomings.Based on the geography curriculum standard,this thesis firstly reviews the previous related literature,and then uses comparative and quantitative methods to compare the objectives,breadth,depth,and teaching of geographical "disaster education" courses in China with those in Japan,Singapore,Australia,the United States,Germany,and the United Kingdom.Commonness and differences in geographical "disaster education" curricula are summarized.The shortcomings of the "disaster education" curriculum in China are proposed and the corresponding optimization suggestions are also provided.It is hoped to guide the development of disaster education and to improve teachers’ teaching.Research has shown that there are many problems with our disaster education curriculum.For example,lack of clarity of objectives,lack of depth of content,lack of focusing on geography skills,poor relevance,and so on.In response to the problems,this paper presents a comparative analysis and draws on the experience of other countries,which leads us to the following conclusions:(1)Clarify the objectives of "disaster education" and increase the depth of "disaster education" knowledge as appropriate;(2)Strengthening the "disaster education" knowledge connection between middle school geography curriculum and primary school science curriculum;(3)Emphasis on developing students’ practical skills in disaster-related geography and developing core literacy in the subject of geography;(4)Focus on interdisciplinary knowledge related to "disaster education" with an emphasis on integration;(5)Enriching teaching resources for "disaster education" and integrating 3S technology with teaching;(6)Focusing on disaster awareness development and fostering a human-land coordination perspective;(7)Developing local and school-based curricula to bring disaster knowledge to life,etc.