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.
-  Ministry of Education, Culture, Sports, Science, and Technology (MEXT), “Safety Education at School to Nurture ‘Life Skills’,” 2019 (in Japanese).
-  H. Shiroshita and Y. Kawata, “Institutional Problems in Disaster Education in Compulsory Schooling Analyzed from the Historical Transition of the Course of Study (Japanese national curriculum),” J. of JSNDS (Japan Society for Natural Disaster Science), Vol.26, No.2, pp. 163-176, 2007 (in Japanese).
-  S. Kishida, M. Ohara, and K. Meguro, “A basic study on development of an education curriculum for disaster reduction in a compulsory education course,” Seisan Kenkyu, Vol.61, No.4, pp. 713-716, 2009 (in Japanese).
-  Y. Kawata and H. Shiroshita, “Approaches and Issues of school disaster prevention education observed in contents of ‘Bosai-Koshien’,” Proc. of the 24th Annual Conf. of Japan Society for Natural Disaster Science, 2005 (in Japanese).
-  K. Mizuhara, F. Takada, H. Endo, and M. Yagi, “History of National Curriculum Standards Reform in Japan, new revision: Blueprint of Japanese citizen character formation,” Tohoku University Press, 2018 (in Japanese).
-  Y. Honda, “What has education valued?,” Iwanami Shoten, 2020 (in Japanese).
-  K. Matsushita, “Deep active-learning,” Keisou Shobou, 2015 (in Japanese).
-  Ministry of Education, Culture, Sports, Science and Technology (MEXT), “The final report (July 2012) of the ‘Expert Committee on Disaster Prevention Education and Disaster Prevention Management in Reaction to Great East Japan Earthquake’,” 2012 (in Japanese).
-  T. Terada, “Kaki no tane,” Iwanami Shoten, 1996 (in Japanese).
This article is published under a Creative Commons Attribution-NoDerivatives 4.0 Internationa License.