危机教育内容如何融入基础教育课程体系  

How to Integrate the Content of Crisis Educationinto the Basic Education Curriculum System

作　　者：杜文静 王晓笛 张茂聪[3] Du Wenjing;Wang Xiaodi;Zhang Maocong(Shandong Normal Univerity,Jinan Shandong 250014,China;School of Educational Science,Ludong Univerity,Yantai Shandong 264001,China)

机构地区：[1]山东师范大学公共管理学院 [2]鲁东大学教育科学学院 [3]山东师范大学教育政策与管理研究中心

出　　处：《中国教育科学（中英文）》2022年第1期132-142,150,共12页Education Sciences in China

基　　金：国家社科基金2017年教育学青年课题“利益相关者视角下教育政策评估研究”(CHA170263)。

摘　　要：风险社会中的危机教育必将趋于真实和有效。因应危机教育断层、国际组织关注及非连续理论的彰显,菲律宾、尼泊尔、日本等危机频发国家针对危机教育进行有益探索。根据危机教育进入基础教育的方式可将其分为加入、嵌入、融入三种类型。危机教育实施重在开发教育资源,倡导可视学习,以及提出真实问题。明确危机教育的意蕴、地位与内容体系,确立其融入基础教育课程的方式,搭建多维度、多主体协同推进网络是我国实现危机教育内容融入基础教育课程体系的基本路径。Crisis education in a risk society will surely become true and effective.In response to the gap in crisis education,the attention of international organizations,and the manifestation of discontinuous theories,countries with frequent crises such as the Philippines,Nepal,and Japan have conducted useful explor ations on crisis education.According to the way that crisis education enters basic education,it can be divided into three types joining,embedding,and integrating.The implementation of crisis education focuses on developing educational resources,advocating visual learning,and asking real que stions.Clarifying the meaning,status and content system of crisis education,establishing the way it integrates into the basic education curriculum,and building a multi-dimensional,multi-subject collabor ative promotion network are basic approaches in China to realize the integration of crisis education into the basic education curriculum system.

关 键 词：危机教育 基础教育课程 家校社合作 课程化 

分 类 号：G40-052[文化科学—教育学原理]