The post-disaster reconstruction of the education system affects the development potential of the disaster area, and it is urgent to come up with a reconstruction plan for education in the disaster area as soon as possible. In this report, general education and vocational education will be analyzed. General education includes primary and secondary education and general higher education, while vocational education includes secondary vocational education and higher vocational education, as well as adult vocational education and training. The earthquake caused great losses to primary and secondary schools. Therefore, we should restore the teaching order in primary and secondary schools as soon as possible, enrich teachers, build a school management system adapted to the post-disaster environment, and create an educational environment conducive to the healthy growth of children. Post-disaster reconstruction needs a lot of money and labor. On the one hand, it can reduce the cost of reconstruction, on the other hand, it can solve the employment problem of the victims through on-site transformation and training of capable labor force. Therefore, through nationwide counterpart support, learning from aided provinces and running secondary and higher vocational education well will be an inexhaustible motive force to achieve sustained and healthy economic development in disaster areas.
First, psychological reconstruction.
(1) Establish a post-disaster psychological trauma assessment system to assess the degree of psychological trauma of teachers and students of different ages. As mentioned above, the degree of psychological trauma of teachers and students affected by psychological disasters is different. The treatment needed varies from person to person, so it is necessary to reconstruct a new psychological trauma assessment system suitable for them.
(2) Construct a psychological intervention and treatment system for teachers and students in disaster areas. Including: the research on the intervention strategy of teachers and students' psychological crisis after the earthquake; Psychological counseling for disabled students after the earthquake: psychological self-help measures for teachers and students after the earthquake; A case study on the discovery and effective rescue of psychological trauma of teachers and students after the earthquake: the role of psychological consultation between teachers and students after the earthquake in promoting the construction of mental health education system in primary and secondary schools: the research organization and coordination of various forces, combined with schools, families and society to provide psychological assistance to students after the earthquake; The specific contents and methods of psychological counseling after the earthquake; Regular discussion system in students' psychological counseling after the earthquake.
(3) The government should fully understand the multiple difficulties of current psychological reconstruction, strengthen the construction of spiritual rescue teams, set up a strong team of experts, introduce overseas spiritual rescue organizations in time, and systematically introduce the latest spiritual rescue knowledge and tools to heal the extremely traumatized mind. Establish disaster psychological intervention bases in disaster-stricken areas, organize psychologists to train local professionals, and provide long-term psychological assistance for post-disaster reconstruction.
(4) Training and improving the psychological counseling ability of teachers in disaster areas. Psychotherapy and supportive group counseling were given to teachers in disaster areas in summer vacation, and then follow-up treatment and training were given to them on weekends and holidays. Not only give teachers care and support, but also provide teachers with solutions and technologies, so that teachers can help students in need immediately.
(5) Psychologists regularly give professional supervision to counselors who give individual counseling in the front line. In view of the changes in the chaotic scene after the disaster, through supervision and continuous reflection, they adjusted the counseling mode and generated new action strategies to adapt to the current situation and needs of the school. Once a month in principle, 12 times. Strengthen the training of rescuers and offer relevant courses in universities, so that more people can master the knowledge and skills related to mental rescue. Now that it has been used for self-help, it can provide continuous rescue services for more people. Introduce psychology courses in primary and secondary schools in disaster areas, and compile psychology course readers suitable for students in disaster areas.
(6) Students of different ages and different psychological trauma need targeted counseling. Carry out various psychological assistance activities. Such as: school tour counseling, psychological counseling, class counseling, post-earthquake health education classes, etc. For seriously injured students, each counselor counsels three students, three hours each time, once a week, and conducts long-term psychological counseling for one year. Class counseling: provide class counseling services to help students adapt to fear, anxiety, anxiety and other emotions. The implementation time of the post-earthquake health education curriculum is initially determined to be two years, which is divided into four stages according to the semester. After each stage, evaluate the implementation areas and determine the work plan for the next stage.
Second, rebuild school infrastructure.
1, school reconstruction planning
School reconstruction is a long-term process, and the planning and design of reconstruction should be unified and implemented step by step. At present, most schools in disaster areas, especially those in mountainous villages and towns, have no clear reconstruction plan, and at the same time, due to inconvenient transportation, it is not conducive to external material donation. Therefore, post-disaster school reconstruction should be scientifically planned and rationally laid out. Planning should be people-oriented, which is beneficial to students' life and study and to teachers' teaching work. At the same time, the planning should be appropriately ahead of schedule, so as not to fall behind in the next 20 years. Reasonable layout is to meet people's demand for high-quality educational resources according to the changing trend of geographical location and students, adapt to the development of politics, economy, culture, population and social undertakings in the region, consider the balance between supply and demand of education on the basis of talent prediction, rationally adjust the educational structure, and realize the coordinated development of all kinds of education, even though every county has high schools, junior high schools and vocational schools. Every township should have junior high schools, central primary schools and kindergartens. Rural schools and kindergartens should be concentrated in central primary schools as much as possible. All kinds of schools should be equipped with teaching, office, sports and living facilities in accordance with national standards.
Post-disaster school reconstruction planning and design should adhere to the people-oriented concept, fully implement Scientific Outlook on Development, endow schools with emergency evacuation function, combine school planning with the process of new countryside, urbanization and industrialization, combine with urban and rural education as a whole, combine with the adjustment of school layout structure, combine with school standardization, scientization, modernization and greening and beautification, pay attention to the development ratio of education sector, and take the road of sustainable development.
The school reconstruction plan should be full of individuality and reflect the different school-running ideas and educational purposes of each school. It must reflect the strong campus characteristics and the characteristics of the times, and the school environmental landscape design should also be combined with architecture to highlight the campus characteristics of scientific teaching and educating people. It is conducive to attracting and encouraging educators to study, explore and grow creatively here.
2. Problems that should be paid attention to in the process of reconstruction and policy suggestions.
(1) The reconstruction of classrooms in disaster areas should be miniaturized. The earthquake caused the collapse of schools in the hardest hit areas, causing a large number of student casualties and national grief. In addition to the poor quality of the building, the large-span and large-capacity design of the classroom may also have a certain relationship. Disadvantages of large-span and large-capacity classrooms: high construction cost; Poor earthquake resistance and poor ability to resist other disasters; It is inconvenient for students to evacuate quickly; It is not conducive to students' personalized education and does not meet the requirements of heuristic education model.
Therefore, when rebuilding schools on a large scale, it is suggested to change the design direction of large classrooms and design and build smaller classrooms. Advantages: under the same construction investment conditions, whether it is earthquake, fire or flood, the resilience of small classrooms is much higher than that of traditional classrooms; In the event of a disaster, it is convenient to organize students to evacuate quickly. Small class education meets the requirements of quality education and humanized teaching. After the width and length of the classroom are reduced, students' eye health can be protected. Relatively reduce teachers' workload, thus improving teachers' teaching quality and protecting teachers' health. It can provide more teachers' posts and help to improve the employment rate.
(2) Strengthen seismic fortification and improve seismic standards. Drawing on the experience of recovery and reconstruction after many major earthquakes at home and abroad, in order to improve the seismic performance of buildings, the following issues are considered: 1) Investigate the earthquake damage carefully, analyze the earthquake damage of schools in different building years, floors, structural categories, plane shapes and different regions, and analyze the reasons (fortification standards, structural systems, structural design, construction quality, etc.). ). Evaluate the buildings that can be reinforced and used; Make overall planning, delimit areas unsuitable for construction, and adjust the construction planning of earthquake-stricken areas; It is suggested to learn from the experience and lessons of this earthquake and improve the structural layout of single-span frame with cantilever verandah and unsupported buildings. 2) In this earthquake, a large number of township school buildings collapsed, causing a large number of casualties and property losses. One of the important reasons is that there is no formal design and construction at the beginning of building construction. Such school buildings should be included in the national standard system, and the government should strengthen guidance and supervision; 3) Large or important school buildings should adopt the method of "seismic performance design" to appropriately improve the seismic performance target of the structure to ensure that the structure will not yield under the fortification intensity earthquake; 4) In high-intensity areas or important buildings, isolation and shock absorption technology are adopted to improve the overall seismic level of the structure; 5) Standardize the implementation of supervision and inspection, and incorporate the regular evaluation of earthquake safety into the principal's assessment system.
(3) Safety and seismic fortification zoning should be considered in school site selection. Conceptually speaking, the earthquake disaster of buildings caused by ground vibration can be alleviated by anti-seismic technology, especially the collapse of houses and the disasters endangering life safety can be avoided in large quantities. The temporal and spatial distribution of strong earthquakes has no certain laws and fixed patterns. Although a lot of research work has been done in this field, little is known about the temporal and spatial migration law of the China earthquake. After the founding of New China, China has drawn up four generations of seismic zoning maps, dividing the seismic fortification intensity of cities and towns, which is the basis and premise of the seismic fortification of the project. Judging from the actual occurrence of major earthquakes in China, the range of seismic zones delineated on the zoning map is basically in line with reality, but there are also many problems. Because of the frequent seismic activity in Longshan seismic belt, there is a great possibility of destructive earthquakes with magnitude of 6 or above, so more consideration should be given to the location of the school. It is suggested that when rebuilding the school, we should try our best to avoid the area near the earthquake source and the area with complex and dangerous terrain, and choose a place with flat and open terrain which is convenient for teachers and students to evacuate.
(4) The developers were introduced into the post-disaster school reconstruction. Because the profit-seeking of developers will raise the cost of building houses, school reconstruction should not allow developers to intervene as intermediaries to profit from it. The problem of school reconstruction can be solved by government funding. If the government has limited financial resources, it can choose the mode of government organization construction.
The government can allocate land for school building construction free of charge, arrange land in a unified way, and stipulate the floor area ratio. Then the government selects building materials suppliers and house builders through public bidding, and the school buildings are resold at cost. The government gives back to the participating enterprises in the form of interest subsidies and quantitative fiscal and tax subsidies. The government plays the role of developer rather than developer in this process. The government can come forward to guarantee, use projects and real estate as collateral, and borrow money from banks. The loan amount does not exceed the construction cost of the house. With the efforts of the government, banks and builders, the problem of school reconstruction has been solved.
(5) Establish an open and transparent project cost management mechanism. The high cost of post-disaster reconstruction project is an inevitable trend under the influence of complex reasons, and reasonable capital investment is also a guarantee for the safety and quality of building structures. In the face of social doubts, the government should establish an open and transparent project cost management mechanism, disclose the project cost information at all stages of the implementation of large-scale key projects, and accept the supervision of all sectors of society.
Third, the reconstruction of teaching
(1) Teaching place problem. The prefabricated house is the main classroom for resuming teaching after the earthquake. It is necessary to organize special forces to deeply study the characteristics and problems of movable board rooms and conventional classrooms in the long-term teaching process.
(2) Safety course education. Schools should increase the courses of self-help and mutual rescue after major disasters such as earthquakes. Curriculum development can be carried out from the following aspects: the development and implementation of safety education curriculum resources; The goals and tasks of safety education for students of different ages; Safety education is implemented in daily education and teaching; A typical case study of safety education; Construction of safety education system.
(3) Principles of dealing with post-disaster reconstruction teaching activities. We should not only look at the relationship in teaching activities from the cognitive field, nor study teaching activities from the perspective of psychology and technology, but should pay attention to the relationship in teaching activities from the perspective of sociology, politics and ethics.
(4) The relationship between teachers and students in the process of rebuilding teaching activities. In the process of post-disaster reconstruction teaching activities, we should re-understand the interpersonal relationship in teaching activities. The relationship between teachers and students and between students should be based on cultural knowledge. Teaching activities should promote the unity of individual activities and cooperative activities, so as to seek the exchange of individual knowledge and the formation of * * * shared knowledge. In view of the psychological shadow of students after the earthquake, it is even more necessary to establish a harmonious relationship between teachers and students and promote a beautiful campus culture to promote the recovery of teaching quality. Students need the care of teachers and other aspects of the school, and teachers also need care, so as to form the benign development of their interaction.
(5) Curriculum reconstruction in the process of teaching activity reconstruction. The following principles should be followed in school curriculum reconstruction after the earthquake: First, it should be combined with the actual situation in the disaster area. Because the teaching conditions of schools in disaster areas have been greatly damaged, teaching activities should be carried out according to the actual situation. The second is the primary and secondary points of curriculum reconstruction. Necessary courses should be carried out, and if there are no conditions, efforts should be made to create conditions for them to carry out, and the government should give support. Other courses can be gradually restored in the process of school reconstruction. Third, the curriculum should be life-oriented. This is especially suitable for the initial stage of post-disaster school reconstruction. Students are in the psychological and physical recovery period, and the curriculum should pay more attention to the care of students' lives rather than book knowledge. Fourthly, curriculum reconstruction should respect students' autonomy. At the beginning, teachers were the main guide, and the main body changed after the school was basically restored and rebuilt.
Fourth, the reconstruction of campus culture and order.
(1) Build a good campus environment and let students live a beautiful campus life. On the issue of campus school building renovation, we should choose excellent architects, entrust them to make in-depth research reports according to local cultural and environmental characteristics, and then design them, and actively listen to the opinions of teachers, students, parents and local people during the design process. The new campus has the characteristics of flexible and open campus layout, integration with community space, full respect for local culture and environmental ecology, and good construction quality. Strive to change the previous centralized cramming education system, and try to implement the spirit of humanistic education, open education, small class teaching, lifelong learning, open campus and green school in campus space design, so as to provide students with a safe, healthy, comfortable, barrier-free and sustainable green campus environment.
(2) Improve the school management system. First of all, it is a high starting point for educating and managing cadres. It is suggested that the discipline inspection department and the education department resolutely dismiss some cadres who are seriously violating discipline, lazy cadres and other personnel who are not suitable for education management cadres exposed in the earthquake, do a good job in the reform of education management system in combination with post-disaster reconstruction, and establish a clean, efficient and modern team of education management cadres. Hire professional educational management consultants, and openly select outstanding educational administrative personnel to serve the school management.
(3) Building a new campus culture that is conducive to improving students' quality in an all-round way. Actively publicize the new culture highlighted in earthquake relief, highlight the great national spirit of self-improvement and the hard-working and tenacious character of Sichuanese, provide a positive cultural atmosphere, and strive to explore the era embodiment of Socialism with Chinese characteristics's social moral quality in earthquake relief, especially introducing the touching stories of teachers and students in earthquake relief to the campus to inspire teachers and students to varying degrees. For example, the "people-oriented" ruling concept of the party and the government has been fully reflected in earthquake relief; In the face of catastrophe, teachers' lofty ethics; Students in disaster areas are strong, brave and optimistic in the face of disasters; In the face of great disasters, people of excellent quality from all walks of life fulfill their duties; The great power of all walks of life to cope with disasters.
Verb (abbreviation of verb) teacher reconstruction
(1) It is urgent to revitalize education in disaster areas. Combined with post-disaster reconstruction, we should conscientiously do a good job in the reform of the education management system and establish a team of honest, efficient and modern education management cadres. It is also necessary for all parties concerned to actively cooperate, make serious and in-depth investigations and studies, formulate reasonable and feasible reconstruction and revitalization plans for teachers in disaster areas, and truly use steel in the cutting edge.
(2) The state gives corresponding encouragement policies and actively introduces outstanding teachers and outstanding college graduates to work in disaster areas. While transferring outstanding backbone teachers and famous teachers from all over the country to teach in rotation, outstanding graduates from normal universities and other institutions of higher learning who are determined to devote themselves to education will be selected to participate in the reconstruction of education in disaster areas. Help outstanding graduates to teach quickly by teaching backbone teachers and famous teachers. We should also pay attention to the life and work of teachers in disaster areas. First of all, provide teachers with the necessary living security, solve a series of life difficulties brought by earthquake disasters, and help them return to normal life as soon as possible. Only by settling down can they settle down and live a stable life, which will help them devote themselves to the reconstruction of the school as soon as possible. Secondly, find out the specific situation of teachers in each school after the earthquake, so as to suit the remedy to the case, rationally allocate and arrange supplementary teachers among schools, give play to the backbone role, replenish fresh blood, quickly and reasonably rebuild the teaching staff in each school, and rationally allocate teacher resources.
(3) Educational institutions should cooperate with other relevant departments to carry out teacher training as soon as possible, formulate teacher training plans, and formulate pre-job training programs for school staff in disaster areas. First of all, we should determine the number of teachers' needs (including experts, tutors and service personnel), determine the personnel with teacher qualifications or teaching experience and other personnel suitable for being teachers or tutors, and conduct teacher training for these personnel. Experienced teachers who have received teacher training can undertake the task of training other teachers. The competent department of education cooperates with senior teachers to formulate a teacher training plan. If a large number of trained teachers are needed in a short period of time, the method of "transfer" can be adopted, that is, some teachers are trained first, then others are trained, and so on. Invite education experts and psychological counseling experts to give general training to teachers in disaster areas in various forms, such as lectures, sending students to school and distance education, so as to improve teachers' professional ethics and teaching level. Provide training for teachers in the following aspects: psychological assistance to children; Textbook supplement and disaster self-help education; Gender sensitivity and gender equality. Training details should be recorded, including training links and training evaluation methods; Hold regular meetings to help teachers who encounter difficulties in teaching solve problems; Establish a teacher training and certification mechanism to make the education in disaster areas smoothly transition to the formal education system; Establish a school personnel registration mechanism to record students' access to schools, teachers and other educational resources.
Reconstruction of school emergency mechanism of intransitive verbs
1, the legal basis of emergency mechanism reconstruction
1997 promulgated the "People's Republic of China (PRC) earthquake prevention and disaster reduction law" article 28 stipulates that the main contents of the destructive earthquake emergency plan include the composition and responsibilities of emergency agencies; Emergency communication support; Organization of emergency rescue personnel and preparation of funds and materials; Preparation of emergency and rescue equipment; Disaster assessment preparation; Emergency action plan. According to the provisions of Article 24 of the new version of the Compulsory Education Law of People's Republic of China (PRC) in 2006, schools should establish and improve the safety system and emergency mechanism, educate students on safety, strengthen management, eliminate hidden dangers in time and prevent accidents; The local people's governments at or above the county level regularly check the safety of school buildings, and repair and renovate those that need repair and renovation in time. The Emergency Response Law of People's Republic of China (PRC) promulgated in 2007 provides for prevention and emergency preparedness, monitoring and early warning, emergency treatment and rescue, post-event recovery and reconstruction, and legal responsibilities. In "5? After the "12 Wenchuan Earthquake", the Regulations on Post-Wenchuan Earthquake Recovery and Reconstruction promulgated by the State Council also stipulated how schools should carry out recovery and reconstruction work.
2. The impact of public emergencies on education.
Sudden disasters usually have a serious impact on schools, teachers and students in the education system. These influences mainly include the following five points.
(1) threatens the life safety of teachers and students. Schools and students are often one of the most vulnerable groups in public emergencies. On the one hand, students lack physical strength and experience, and lack the ability to save themselves and avoid danger; On the other hand, schools are places where people are highly concentrated. In the face of sudden disasters, the higher the concentration of people, the greater the harm.
(2) It poses a threat to the health of teachers and students. Some public emergencies mainly cause great damage to public health, such as the spread of harmful gases, toxic substances and epidemic diseases.
(3) It has a bad influence on students' physical and mental development. Students, especially those in primary and secondary schools and kindergartens, have poor psychological endurance and are more vulnerable to psychological injury. Public emergencies often make students in a high degree of panic, especially major public safety incidents and major natural disasters, which will cause great psychological harm to students.
(4) affect the normal development of education and teaching. All kinds of public emergencies will affect the order of education and teaching to varying degrees, from the emotional stability of teachers and students to the decline of academic performance and the suspension of education and teaching activities.
(5) Causing panic and then affecting social stability. In public emergencies, if schools and students are greatly affected, it will cause widespread panic and seriously affect social stability.
3, the education department in public emergencies * * * emergency target.
(1) Prevent the spread or development of adverse events. After an emergency, preventing the further development or spread of bad things is the most urgent emergency goal.
(2) Protect the life safety of teachers and students. When public emergencies occur, effective measures should be taken to protect the life safety of teachers and students. The most commonly used means include taking a holiday, actively closing the campus, isolating people, and transferring educational and teaching places.
(3) Maintain the physical and mental health of teachers and students. In the event of public emergencies, the school must take maintaining the health of teachers and students as the first priority, suspend or reschedule activities that may pose a threat to the physical and mental health of teachers and students, and try to avoid students from participating in emergency activities.
(4) Stabilize teachers' and students' emotions and quell all kinds of panic. When public emergencies occur, controlling panic, stabilizing teachers and students' emotions and avoiding improper self-help behavior should be one of the main goals of educational emergency.
(5) Maintain the normal education and teaching order. In public emergencies, schools can effectively reduce injuries by maintaining normal education and teaching order.
(6) Maintain the integrity of the school and the safety of school property.
4. Problems in the reconstruction of emergency mechanism and policy suggestions.
The emergency measures of the education department mainly include the following aspects:
(1) Establish a crisis management mechanism. In recent years, the emergency response mechanism of natural disasters has been established, but the crisis response mechanism of public sector has not been paid enough attention. The occurrence of this earthquake exposed the problem. Education, as an important public sphere, should attach importance to the establishment of its crisis handling mechanism to deal with various emergencies.
First of all, we should establish and improve the crisis early warning system. Before the crisis breaks out, we can identify all kinds of symptomatic events and make scientific judgments on the probability and consequences of the crisis. Secondly, it is necessary to establish an institutionalized rapid response system, strengthen the government's ability to deal with the crisis after the crisis, decisively command and coordinate in time to reduce the losses and negative effects caused by the crisis. Third, it is necessary to have a relatively mature emergency plan, so as to be prepared for danger in times of peace, and it is necessary to establish a crisis emergency plan, aiming at the situation when various crises occur. Define the corresponding responsible units and departments, specify the command organization for information transmission, collection and release in times of crisis, and the handling procedures for crisis events. For example, school teachers should make full preparations and regular drills for students' emergency evacuation, and do orderly evacuation when major disasters occur.
(2) information disclosure. After public emergencies, timely and accurate disclosure of information is a very important emergency measure. Rumors and "gossip" often bring great difficulties to the handling of incidents. There have also been some rumors in this earthquake relief battle, which have caused great interference to the disaster relief. When an emergency happens, people are nervous and eager to know more information. People under pressure are more likely to filter and attach information, and the distortion of rumors is more serious, because the listener's rational judgment ability is reduced. The most effective way to avoid rumors is to strengthen the information disclosure of formal information channels. Disclosing reliable news at the first time in emergencies can effectively control rumors, stabilize people's hearts and help organize various emergency measures. On the other hand, citizens have the right to know, and information disclosure is a respect for citizens, which is a problem that a responsible government should pay attention to. In order to deal with public emergencies, the education department should establish effective information transmission and handling plans, such as announcing the school epidemic situation and publicizing, so as to improve the psychological endurance of teachers and students to the crisis and enhance their confidence in the government to control the crisis.
(3) Effective communication. In the face of public emergencies, the education system often needs the cooperation of students, parents and teachers, so effective communication is very important. For example, in the prevention and treatment of SARS, colleges and universities generally close their campuses, strictly control access, and students are not allowed to go home. This initiative of most colleges and universities has been fully understood by students. However, due to the lack of effective communication in some colleges and universities, some students have emotional fluctuations. Therefore, in the face of social crisis, it is of great significance to take a frank attitude, not avoid problems, and implement effective communication with a responsible attitude. The key to good communication is equality and frankness, putting yourself in the other's shoes and adopting effective communication skills. These are all things that the administrative department of education needs to study and improve seriously.
(4) Resource allocation. Coping with public emergencies requires corresponding resource scheduling, and the state should establish various strategic resource reserve systems. Public emergencies generally need to use the resources of the whole society to deal with them, and the education department should be good at playing the role of social mobilization mechanism and mobilizing social resources to the maximum extent for crisis management. For some special resources needed by the education system, such as school buildings, teachers, teaching materials, teaching AIDS, spare test papers and so on. Corresponding emergency allocation mechanism should be established, including material preparation and dispatching system, personnel training and technical reserve system.
(5) Emergency measures. The goal of decision-making in an emergency is efficiency, and the most effective measures need to be taken in the shortest time. The emergency measures that the education system needs to take in emergencies usually include suspension of classes, suspension of classes, isolation of personnel, emergency evacuation or transfer, suspension of exams, cancellation or change of the time of large-scale activities and so on. In the earthquake relief, some decisive emergency measures taken by the education department have played a very important role.
(6) psychological assistance. Sudden public events will cause social psychological pressure and temporary or long-term psychological damage. For example, in this earthquake, most of the objects of school education are minors, who are vulnerable to psychological injuries, which often have far-reaching effects. We must give full play to the role of psychological assistance in public emergencies. Various mental health education institutions have been established in primary and secondary schools and universities in China, and their roles in crisis management should be fully exerted.
(7) Give play to the role of modern educational means. In recent years, the pace of educational informatization in China has accelerated, which provides favorable conditions for us to use modern educational technology to deal with sudden crises. Modern educational technology is less restricted by geography and does not need crowd gathering. In times of crisis, we can make full use of modern communication and educational means such as Internet, multimedia and telephone to maintain education and teaching activities.
Being international cooperation. There are many successful cases of international cooperation in this earthquake. Making full use of international resources and successful international experience can not only reduce the pressure of domestic assistance, but also gain international recognition. In addition to cooperation between countries, international organizations and non-governmental organizations are also effective actors to solve the crisis, and the role of international cooperation mechanisms should be emphasized.
(9) the aftermath. After the earthquake, there are many aftermath problems. As far as education is concerned, it will face problems such as academic compensation, restoration of normal teaching progress and school reconstruction. Students' injuries, especially psychological injuries, need to be healed as soon as possible, to help students sum up experience from the crisis, plan the aftermath scientifically, and seize the best opportunity to do the aftermath. The sudden earthquake has raised the question of how the education system responds to emergencies, which is a realistic problem faced by the education administrative department and various schools. It is necessary to learn from the emergency handling of various emergencies at home and abroad and establish an effective emergency handling mechanism. Although it is impossible to prevent the occurrence of disasters such as earthquakes, when disasters come, we can and should minimize the losses through effective work.