Research On Junior High School Geography Disaster Education Under The View Of Man-earth Harmony

In recent years,Global Change is particularly severe,and the contradiction between man and earth is deepening.Natural disasters,an important feedback of the strained relationship between man and earth,strongly restrict the development of mankind.Therefore,disaster prevention and reduction has become the common pursuit and a topic of education in all countries.China is seriously affected by natural disasters,but the overall awareness and ability of disaster prevention is weak.The key to disaster prevention and mitigation is education.Disaster education is a crucial approach of disaster prevention and mitigation.Geography education in junior school,not only takes meteorological disasters,geological disasters and disaster prevention and mitigation vital contents,but emphasizes the leadership of the view of man-earth harmony in the core literacy to improve students’ cognition of the man-earth relationship.The research on the integration of disaster education and the view of man-earth harmony is not only conducive to the cultivation of students’ disaster literacy and the view of man-earth harmony,but good to regulating man-earth relationship and promoting social development.However,the research of disaster education in junior school geography is still to be developed.Therefore,under the guidance of geography theory of curriculum and instruction,the theory of disaster science,ERG theory and sustainable development theory,this study determined the research background from relevant literature at home and abroad by research integration.Geography teachers and junior school students were investigated by questionnaire survey to figure out the status quo of disaster education in China.Next,on the basis of the results of questionnaire data analysis,the strategies for the development of geographical disaster education under the view of man-earth harmony are developed.Finally,in the context of double subtraction the instructional designs are written.The results show that the development of geographical disaster education in junior high school is still not optimistic.The disaster literacy of junior school students in China needs to be improved.Some teachers’ cognition of disaster education and the view of man-earth harmony are still insufficient.In addition,the implementation of geographical disaster education is still lack of the corresponding conditions.On the basis,the study puts forward some optimum strategies and supporting measures for the development of disaster education,including highlighting the vital status of the view of man-earth harmony,respecting students’ protagonist status,strengthening teachers’ training of geography disaster education,exploiting education resources,carrying out theoretical and practice course,etc.Finally,combined with the teaching practice in the context of double subtraction,the instructional design of the geography course of disaster education Natural Disaster and the comprehensive practical course of geography Safe Campus Safety Together is written in the study to promote the combination of research results and actual geography teaching in junior schools.The thesis focuses on improving students’ view of man-earth harmony and disaster literacy,providing certain reference and reference for teachers and relevant researchers.The conclusion of the thesis will exert its true value in the coming practice and be improved continuously through repeated practice and observations in subsequent geographical teaching.