美国学校应急规划研究

发布时间：2018-01-02 19:35

本文关键词：美国学校应急规划研究　出处：《西南大学》2013年硕士论文　论文类型：学位论文

【摘要】：近年来,自然灾害、恐怖暴力事件、局部武装冲突等在全球范围内频发,严重影响了教育系统的正常运行。因此,教育系统的危机应对被纳入了全球教育研究的范畴,成为了教育领域关注的焦点问题之一。各国际组织、各国家都开始进一步关注学校面对危机预防与应对的研究与实践,“学校应急”应运而生。然而到目前为止,我国在学校应急的理论和实践方面并没有形成系统,但事实证明,学校应急机制的的建立对学校安全的保护具有重要作用。因此,不论在理论还是实践层面我国都对学校应急机制的发展与完善提出了诉求。在上个世纪50年代美国就开始关注学校应急建设。美国联邦教育部及各州根据多方支持与合作,制定了一系列学校应急计划,并附有详细的操作指南,通过长时间的反复实践、审查与修复,这些计划和行动框架基本形成了一套较为完整的学校危机应对的整体规划。本文试图通过描述分析美国学校应急规划,对美国学校应急规划进行介绍和对部分经验进行总结,以期能够丰富我国关于学校应急方面的研究。本研究主要由七个部分组成：导论部分论述了选题的缘由和意义,从梳理和综述相关的中外文献入手,对本研究的核心概念做出界定,阐明本研究的内容结构、研究思路和方法。正文第一部分论述了美国学校应急的背景,主要根据现实环境,从国际和美国国内两个方面论述美国学校应急的背景。第二部分论述了美国学校应急管理机制。主要从纵向管理和横向联动两个方面分别进行了阐述,其中美国学校应急的纵向组织架构实行联邦——州——县一—学区／学校四级管理；横向联动为多主体协调指挥系统,主要介绍了国家事故管理系统和学校事故管理系统。第三部分详细论述了美国学校应急的阶段性策略。目前美国将学校应急划分为危机的缓解与预防、危机准备、危机应对及危机后恢复四个阶段。根据应急阶段的不同,应急策略的侧重方面和关键行动亦不相同：危机缓解与预防阶段的关键行动为评估；危机准备阶段的关键行动为开发和整合应急资源；危机应对阶段的关键行动为及时迅速的进行救灾工作；危机后恢复阶段的关键行动为加快恢复与制定长远计划相结合。在此基础之上,简单总结了美国学校应急策略具全面性和程序化等特点。第四部分以美国加利福尼亚州马林县为例,论述美国学校应急规划的实施案例,论述上述应急管理体系及应急策略如何落实到学区和学校,具体从马林县学校应急的管理体系、行动准备和行动策略详细分析了学校应急规划落实到学区和学校的具体做法,从微观层面剖析美国学校应急规划的适用性。第五部分为对美国学校应急规划的评估。此部分根据《INEE最低标准》的指标体系,从学校应急体系的协调运行,受教育机会与学习环境的保障,教学活动的运行与教职人员的管理与支持及教育应急法规政策的制定与实施四个大方面若干子方面对美国学校应急规划进行了评估,得出结论为美国学校应急规划能够基本达到《INEE最低教育标准》的要求。最后一部分为结语部分,简要总结了美国学校应急规划的“全面化”和“程序化”的理念。据此,本文并从完善学校应急常设机构、扩大参与主体与规范参与主体及制定学校应急预案三方面对我国学校应急计划的发展做出简单思考。
[Abstract]:In recent years, natural disasters, terrorist violence and armed conflicts in the world frequently, seriously affected the normal operation of the education system. Therefore, the education system to deal with the crisis is included in the scope of education research, has become one of the focus of attention in the field of education. Various international organizations, countries are beginning to pay attention to school facing the research and practice of crisis prevention and response, "the school emergency" came into being. However, so far, the theory and practice of our school in emergency and has not formed the system, but the fact that the school emergency mechanism established to protect the school safety plays an important role. Therefore, no matter in theory or practice in our country for the school emergency mechanism and improvement of the appeal. They begin to pay attention to the school emergency construction in the last century, in 50s the United States federal education. According to the State Department and the multi support and cooperation, to develop a series of school emergency plan and a detailed operation guide, through repeated practice long time, examination and repair, these plans and action basically formed the framework of the overall planning of a complete set of school crisis. This article tries to describe the American School of emergency planning and analysis in American schools, emergency planning are introduced and some experiences were summarized, in order to enrich the research on school crisis response in China.
This study mainly consists of seven parts:
The introductory part discusses the reason and significance of the topic selection. From combing and summarizing related Chinese and foreign literature, we define the core concept of the study, clarify the content structure, research ideas and methods of this research.
The first part of the body discusses the background of American School Emergency, mainly based on the realistic environment, and discusses the background of American School Emergency from two aspects: international and domestic.
The second part discusses the school emergency management mechanism. Mainly from the two aspects of the vertical and horizontal linkage are described respectively, the American School Emergency Organization to implement vertical federal state county - district / school four levels of management; the horizontal linkage is Multi-Agent Coordination Control System, mainly introduces the national incident management system and the school accident management system.
The third part discusses the strategy of American school. The school will be emergency emergency into remission and prevention, crisis preparation, four stages of crisis and post crisis recovery. According to the different stages of the emergency, the emergency strategy focusing on and key action is not the same: key actions of crisis mitigation and prevention stage of the assessment; key actions in the preparatory phase of the crisis for the development and integration of emergency resources; the key action to deal with the crisis stage for quick relief work; crisis recovery phase's key actions to accelerate the recovery and development of long-term planning combined. On this basis, summarizes the characteristics of American school comprehensive emergency strategy with the program.
The fourth part of the Marin County in California in the United States as an example, discusses the implementation case of American School Emergency Planning, how to discuss the emergency management system and emergency strategy to implement specific school districts and schools, from the Marin County emergency management system, operational readiness and action strategies of the detailed analysis of the emergency plan the implementation of specific practices of school districts and schools the analysis of applicability of the American School Emergency Planning from the micro level.
The fifth part is the assessment of the school emergency planning. This part according to the index system of , from the coordinated operation of school emergency system, educational opportunities and learning environment protection, making operation of teaching activities and teaching staff management and emergency support and education regulations and policies and the implementation of the four aspects of sub aspects of the assessment of the school emergency planning, the conclusion is the school emergency planning can basically reach requirements.
The last part is the conclusion, a brief summary of the American School Emergency Planning "comprehensive" and "procedural" concept. Accordingly, this paper from the improvement of the school emergency permanent establishment, expansion of participants and participants and norms in three areas to develop contingency plans for the development of our school school emergency plan to make a simple thinking.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G571.2

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