国内外动态
灾害风险教育在科学教育中的价值取向与实践路径* ——基于国际视角与经验
张四方** , 张世豪, 时倩炜, 汪杰
安徽师范大学化学与材料科学学院 安徽芜湖 241000
Value Orientation and Practical Path of Disaster Education in Science Education Based on International Perspective and Experience
ZHANG Si-Fang** , ZHANG Shi-Hao, SHI Qian-Wei, WANG Jie
College of Chemistry and Material Science, Anhui Normal University, Wuhu 241000, China
摘要： 在全球风险社会的背景下,灾害风险教育已成为提升社会韧性与公民科学素养的关键内容。基于国际视角,提出灾害风险教育应超越传统应急技能训练,转向覆盖灾害形成机理、预防预警与灾后评估的“全灾害周期”素养教育。从认知、预防、伦理与责任等3个维度剖析了灾害风险教育在科学教育中的价值转向,强调其应从知识传授转向系统思维、风险评估与可持续发展观的全面培养。通过分析联合国、美国、日本、芬兰等国际组织与国家的实践经验,系统总结了课程标准整合、探究式与情境化教学、社会性科学议题(SSI)教学以及教师专业发展与社区协同4大实践路径。最后,结合我国实际,提出应从顶层设计、资源开发、教师发展、协同育人等4个方面构建中国特色的科学灾害风险教育体系,为培养具备科学理性、风险意识和行动能力的未来公民提供参考。
关键词： 灾害风险教育 ,
科学教育 ,
价值取向 ,
实践路径 ,
风险素养 ,
全灾害周期
收稿日期: 2025-12-06
基金资助: *安徽省质量工程重点教学研究项目“高校中学协同下化学师范生科普能力培养的实践研究”(2023jyxm0142);2025年安徽师范大学人工智能赋能课程教材研究课题“生成式人工智能赋能化学专业人才培养实践研究”;安徽省2025年度新时代育人质量工程项目(研究生教育)“学科教学(化学)教学案例库”项目(2025zyxwjxalk180)
通讯作者:
** E-mail:zhforfine@126.com
引用本文:
张四方, 张世豪, 时倩炜, 汪杰. 灾害风险教育在科学教育中的价值取向与实践路径* ——基于国际视角与经验[J]. 化学教育（中英文）, 2026, 47(9): 102-110
[1]
乌尔里希·贝克.风险社会.何博闻,译.南京:译林出版社,2004
[2]
李慧明,王敏.人文杂志,2022(7):23-34
[3]
胡小勇,张雅慧,李艺凡,等.中国电化教育,2025(2):42-50
[4]
杜永红.教育研究与实验,2010(5):70-75
[5]
方磊,杜永红.内蒙古师范大学学报:教育科学版,2012,25(8):103-105
[6]
Park W, Grace M, Hutton C, et al. Sci & Educ,2025,34:957-967
[7]
联合国.仙台减少灾害风险框架(2015—2030).日内瓦: 联合国,2015
[8]
陈正权,朱德全.贵州社会科学,2020(4):101-106
[9]
赵书琪,于洪波.中国教育科学(中英文),2025,8(1):112-120
[10]
Kιnιk K, Çalιşkan C. Disaster Medicine and Public Health Preparedness,2024,18:225
[11]
Kitagawa K. Education Sciences,2021,11(5):233
[12]
Aroyandini E, Supriyadi,Rusilowati A, et al. J Disaster Res,2025,20(2):215-221
[13]
王可欣,赵景耀,王菁菁,等.科学通报,2025,70(2):240-261
[14]
吕旻高,古楠,刘陆,等.中国舰船研究,2025,20(1):213-222
[15]
陈传,郑洪燕,詹雯婷,等.四川大学学报:自然科学版,2025,62(3):735-744
[16]
姜晓晖.首都师范大学学报:社会科学版,2025(2):106-115
[17]
朱玉军,王香凤.化学教育(中英文),2024,45(1):9-14
[18]
UN/ISDR (United Nations International Strategy for Disaster Reduction).Sendai Framework for Disaster Risk Reduction 2015-2030[EB/OL].[2017-06-10].http://www.Unisdr.org/files/43291_sendaiframeworkfordrren.pdf
[19]
Zhang M, Wang J. Sustainability,2022,14(3):1492
[20]
Chen M-K, Wu C-C. Sustainability,2024,16(21):9186
[21]
Choudhury Mahed,Wu Haorui. Natural Hazards Review,2023,24(3):1778
[22]
Foulk J A, Friedrichsen P J, Sadler T D. The Science Teacher, 2020,87(7):35-39
[23]
Ceyhan G D, Lombardi D, Saribas D. Journal of Science Teacher Education,2021,32(8):865-889
[24]
Yu Feng, Li Xiang-Yang. International Journal of Disaster Risk Reduction,2018,30:244-256
[25]
Höttecke D, Allchin D. Science Education, 2020,104(4):641-666
[26]
Khishfe R, Lederman N. Journal of Research in Science Teaching,2006,43(4):395-418
[27]
García-Carmona A. Cultural Studies of Science Education,2021,16(4):1015-1028
[28]
Rahma A, Mardiatno D, Hizbaron D R. International Research in Geographical and Environmental Education, 2024,33(1):6-23
[29]
Herman B C, Clough M P, Rao A. Science & Education,2020,31:1105-1139
[30]
UN.Sustainable Development Goals 2020.New York: Department of Economic and Social Affairs,2020:24
[31]
李志胜.中学地理教学参考,2021(15):84
[32]
Hansen J, Hammann M. Science & Education,2017, 26(7):749-775
[33]
日本文部科学省.学校学习指导要领(平成29年告示)[EB/OL].(2024-05-26).https://www.mext.go.jp/content/20230120-mxt_kyoiku02-100002604_02.pdf
[34]
NGSS. Next Generation Science Standards:For States,by States. National Academies Press,2013:534
[35]
钟刘洁,陈燕.化学教育(中英文),2019,40(16):84-88
[36]
孔锋,龚靖愉.灾害学,2025,40(2):111-118,132
[37]
Howey K, Neale T. Science, Technology, & Human Values, 2023,48(5):1080-1109
[38]
Elisabeth Bauer, Nicole Heitzmann, Maria Bannert, et al. Learning and Individual Differences,2025,122:102746
[39]
顾明远.教育学报,2025,21(4):147
[40]
Schenk L, Hamza K M, Enghag M, et al. International Journal of Science Education,2019,41(9):1271-1286
[41]
Greene C A, Williams A E, Harris P N,et al. Counselor Education and Supervision,2016,55(3):216-232
[42]
Sprain L, Timpson W M. Environmental Communication,2012,6(4):532-550
[43]
Thiel C E, Connelly S, Harkrider L,et al. Science and Engineering Ethics, 2013,19(1):265-286
[44]
Merseth K K. Teacher Education Quarterly,1990,17(1):53-62
[45]
Hamza K, Wojcik A, Arvanitis L,et al. International Journal of Science Education, 2023,45(1):22-42
[46]
Sun H, Song F, Ai X, et al. Sustainability,2024,6(21):9321
[47]
张四方,姚壮壮,闻洪林,等.化学教育(中英文),2025,46(24):66-71
[48]
Champalet J, Keum H, Knowles S G,et al. Sci & Educ,2025, 34:1019-1048
[49]
Hsu M. AlterNative: An International Journal of Indigenous Peoples,2016,12(1):71-85
[50]
史培军,刘连友.北京师范大学学报:自然科学版,2022,58(3):458-464
[51]
Jan Höper, Hans-Georg Köller. LUMAT: International Journal on Math, Science and Technology Education,2018,6(2):27-45
[52]
王桦楠.《防震减灾基本知识与技能大纲》解读.中国应急管理报,2025-05-17(5)
