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2011年3月11日,日本东北部海域发生里氏9.0级地震并引发海啸,造成核电站机组发生核泄漏事故。当时社会上因对地震、核辐射等相关知识匮乏而出现强烈恐慌,致使多地出现疯狂抢购碘盐现象,对学生的学习和生活造成一定影响。根据这种紧急情况,学校课程开发小组组织物理、化学、生物、地理四科教师在一起研讨后,决定打破学科限制,开发“地震及其次生灾害”多学科整合课。地理教师首先以“珍爱生命,科学避震”为题,解释地震的成因、学校抗震设防及地震之后的自救,引导学生安全避开灾害。接着由次生灾害引
On March 11, 2011, a magnitude 9.0 earthquake hit the northeastern coast of Japan and caused a tsunami, causing a nuclear leak in nuclear power plant units. At that time, there was a strong panic in society due to the lack of relevant knowledge such as earthquakes and nuclear radiation, causing the phenomenon of buying iodized salt wildly and causing some impact on students’ learning and living. According to this emergency situation, the school curriculum development team organized four subjects of physics, chemistry, biology and geography to discuss breaking down disciplinary constraints and develop a multi-disciplinary integration course called “Earthquake and its Secondary Disasters”. In the title of “cherishing life, science and avoiding earthquakes”, geography teachers explained the causes of earthquakes, school earthquake fortification and post-quake self-help so as to guide students to avoid disasters safely. Followed by secondary disasters