Proposal of Disaster Prevention Learning in Consideration of Comprehensiveness Based on Analysis of the New Courses of Study in Disaster
Shinya Miura*,, Haruo Hayashi*, Etsuko Koda*, Tomohiro Naganuma**, Naohiro Fujikawa**, Manabu Sasaki**, Naomi Kobori**, and Nakako Oyanagi**
*National Research Institute for Earth Science and Disaster Resilience (NIED)
3-1 Tennodai, Tsukuba, Ibaraki 305-0006, Japan
**Xtone Ltd., Tokyo, Japan
In the New Courses of Study revised in March 2017, the contents of safety education, including disaster prevention, were significantly enhanced compared with the previous Courses of Study (2008). This can be attributed to the 2011 Great East Japan Earthquake and an increase in the frequency of subsequent natural disasters, as well as changes in the education curriculum stipulated by the Courses of Study, such as the introduction of active learning. Associated with this change, in the field of education, contents that conform to the curriculum of each subject are required. In this research, we first focus on how the contents of the Courses of Study related to disaster prevention have changed in recent years, and discuss what drove the change. In addition, we classify and analyze, in terms of elementary schools, the system of the educational contents related to disaster prevention included in the New Courses of Study. By visualizing the contents of our classification and analysis, we indicate the scope of disaster prevention covered by the New Courses of Study in the field of disaster prevention. Subsequently, we propose ways to manage the scope of disaster prevention in disaster prevention learning in consideration of the comprehensiveness to address the problem.
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