Teacher: Look hard! How to teach disaster prevention classes?

Is the disaster prevention program good or bad?

We have been involved in civics and ethics and life ethics for decades. Do we really know what citizens are? What is ethics? What is morality?

Each year, we are testing disaster prevention literacy. Every year we see that education units "work hard" to increase the score of literacy. Before and after comparison, "progressive" is seen. Only distressed and sad are seen.

If there is no disaster into an attitude to life inside, the previous week 10 hours of disaster prevention, disaster prevention planning 100 Park useless. Internalization into life attitudes requires continuous transformation through the process of risk communication. This is a collective presentation of social atmosphere and is part of social education. I am afraid that even teachers do not know how to teach.

Government's "study"

From the perspective of social education, examine the government's "study":

Obviously, it is a disaster-prone area, and it also allows for high development, returning volume rewards, and allowing volume transfer.

Seeing the snow only thought of chasing snow, the typhoon came just to watch the waves, and never thought about its own risk-taking ability. The media has been advocating that the government has no intention of communicating risks.

In the event of disaster, there is no successful rescue, and the defendant also pays compensation.

Schools conducting drills for disaster prevention exercises will also be accused by parents of impeding students’ right to study in normal school.

A bunch of such incidents, overestimating one's ability, overestimating the threat of disasters, facing the group myths that only value the economy and focusing only on the rankings, how can we teach under the populous and small-fortunate social atmosphere?

In the work of governance, "People are conquering the heavens," but teachers are required to teach the children "friendly to the environment." How can our students be so good?

If you really want to do prevention, Chinese, history, mathematics, history, geography, earth science, sports ... every course can be taken the concept of disaster prevention, disaster prevention and more a lesson and how can it help? If Did not want to do well at all, more of this class just was moved by the teacher to other classes !

Please learn from the government first

If you really want to have a lesson on disaster prevention, learn from the city governor.

The whole city of Taipei is a large classroom. How much do you know about earthquakes, volcanoes, floods, landslides, nuclear accidents, and large-scale collapse? Do you know where?

Urban development dare to face the disaster potential area to make adjustments? Do you know the natural flood detention area in Taipei? Should we readjust regional planning, urban planning, community planning, or construction management?

Are the locations and structures of school buildings and evacuation shelters really safe? How many people can be accommodated in each disaster prevention park? How many people really use it? How many evacuees are weak? How many people can assist different evacuees under different disaster characteristics?

What are the characteristics of the psychology of the citizens of Taipei? So how should disaster management in Taipei respond to planning?

Teachers are unaware of moral pressure

Disaster-prevention education is a work that confronts the existence of human life. If it is taught wrong, it will cause death.

Disaster management is an emerging field. The connotation of the knowledge system is constantly changing and there is no continuous update of information. Instead, the old information will become a fatal factor, and these teachers will unreasonably bear the moral pressure that is not their professional.

Under the concept of sharing of responsibilities, first of all, the overall structure of self-help, communal living, and public assistance should be followed, and the roles and responsibilities of social education, school education, and family education should be differentiated. Systematic thinking should be used in place of the fragmented approach. policy.

Foreign visits, see the tree also want to see the forest, the table to know that they are doing well, under the table to know what things do not do more important.

If you just leave these things to a poor school teacher, and then you self-consolation that you have something to do, please spare those school teachers who have already been mad by a bunch of assessments, classes, projects, and unified visions !

The information in this article comes from the Internet and was reorganized and edited by China Rescue Equipment Network.