Authors: Zhihua Gao, School of Geography, Faculty of Geographical Science, Beijing Normal University, Wenjie Mao, School of Geography, Faculty of Geographical Science, Beijing Normal University, Jing'ai Wang*, School of Geography, Faculty of Geographical Science, Beijing Normal University; Key Laboratory of Environmental Change and Natural Disaster, MOE, Beijing Normal University
Topics: Geography Education, Hazards, Risks, and Disasters
Keywords: Chinese middle school, Disaster reduction education, Questionnaire survey, Difference, Disaster reduction countermeasures
Session Type: Poster
Start / End Time: 9:55 AM / 11:35 AM
Room: Lincoln 2, Marriott, Exhibition Level
Presentation File: No File Uploaded
China is seriously affected by various types of natural disasters, with high frequency and extensive affected areas. China also has the largest population and the second largest economy, which therefore suffer from serious disaster losses. Disaster reduction education bears on national security, people's well-being and sustainable development. China has 66.788 million middle school students, so school disaster reduction education is particularly important and urgent. 21,452 students and teachers from more than 60 middle schools in 31 provincial-level administrative units (except Hong Kong, Macao and Taiwan) were surveyed by questionnaire. The questionnaire covers knowledge, skills, awareness, moral education, culture and management of disaster reduction education. We acquire basic data through classification and scoring, and get basic understanding through statistical, cartographic and comparative analysis. The research results show: 1. There is a significant spatial difference in the level of disaster reduction education. Level in eastern provinces is higher than that in western, and Tibet is a low-value region. Level of urban students is higher than that of rural students. 2. The level of disaster reduction knowledge and skills is correlated with age; Girls are better at knowledge and boys are better at skills. 3. There are positive and negative differences between teachers’ cognitive and students’. This paper puts forward countermeasures such as strengthening disaster reduction education of schools, constructing related curriculum suitable for multiple grades, and improving campus safety management system, so as to provide scientific reference for national disaster reduction education policy.