比较安全教育学研究及应用  

Research on comparative safety pedagogy and its applications

作　　者：易灿南[1,2] 吴超[1] 胡鸿[2] 廖可兵[2] 

机构地区：[1]中南大学资源与安全工程学院,湖南长沙410083 [2]湖南工学院安全与环境工程学院,湖南衡阳421002

出　　处：《中国安全科学学报》2014年第1期3-9,共7页China Safety Science Journal

基　　金：安全工程教育部第一类特色专业建设点项目(TS12328);教育部第二类特色专业资助项目(TS2318);湖南工学院安全技术及工程重点建设学科项目(HXK11001)

摘　　要：为构建比较安全教育学(CSP)学科体系,促进安全教育学(SP)的发展,基于比较学、安全教育学基本理论和比较安全教育研究实践,从学科角度提出比较安全教育学定义及内涵,并分析比较安全教育研究的3大要素——主体、客体与维度。基于比较安全教育学的交叉学科属性,提出以历史为基础-实证为方法 -多元文化为辅的综合多层次分析框架,并构建基于比较研究一般过程的客体-资料-比较-结论比较安全教育研究四部曲。最后,提出比较安全教育学的比较研究方向与类型,以及安全教育理论、管理、技术与实践4方面的比较研究内容,并举例说明其应用。Definition of CSP was given and its connotation was analyzed from view of discipline with aim of establishing system of CSP, thereby promoting the development of SP. Also three main elements of com- parative study, subject, object and dimension, were analyzed. Based on cross attribute of CSP, a multilev- el framework taking the history as the base, the empirical analysis as the method and multicultural analysis as supplement, was established. Then a research process of CSP, which includes four stages of object-ma- terial-comparision-conclusion, was constructed based on normal comparative process. At last, the compar- ative types and contents of CSP, which include theory, management, technology and practice of safety education, were discussed, also their applications were listed.

关 键 词：安全教育学(SP) 比较学 比较安全教育学(CSP) 比较研究过程 比较内容 

分 类 号：X925[环境科学与工程—安全科学]