| 英文摘要 |
This study aims to integrate indigenous traditional knowledge into local communities and cultures to engage students' interest and address the issues of sustainable development by 2030. Through literature review, the main purpose is to examine the global climate change, human society is facing the threat of extreme disasters, and the international continued support for the integration of indigenous traditional knowledge and technology, paying attention to the role of indigenous knowledge in coping with climate change, environmental degradation and other issues When considering the importance of disaster prevention education in schools, localized indigenous traditional knowledge should be integrated into school disaster prevention education. The study concluded that: (1) Disaster prevention education courses and teaching should be combined with teachers in relevant fields in schools. The content of teaching courses can also be combined with traditional knowledge such as nature and humanities, the physical environment and local disaster characteristics to develop localized teaching materials and lesson plans, and integrate Teaching in all subject areas is particularly good; (2) Schools should advocate participatory teaching, work with the community and students to formulate and draw disaster prevention plans and disaster prevention and evacuation maps that incorporate traditional wisdom, and strengthen the establishment of disaster prevention among school staff, students, and communities. Awareness and cohesion. The research suggests that when teachers face the problem of knowledge and ability in traditional wisdom disaster prevention education, the education department needs to strengthen the training and guidance of teachers, provide and collect corresponding educational resources and indicator teaching materials, improve professional knowledge of disaster prevention, and ensure correct Disaster prevention and relief concepts and emergency response skills. |
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