INTEGRATING EDUCATION FOR CLIMATE CHANGE ADAPTATION AND DISASTER PREVENTION IN GRADE 12 FOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.51453/2354-1431/2023/896Abstract
In the current new period, the orientation of fundamental and comprehensive renovation of general education has made the point of view: "Integrated learning day, with the goal of developing competence in learners, helping them to be able to solve solve real problems and respond to the rapid changes of modern society to regain the highest success in life.” This perspective has begun to be implemented in teaching at all levels. study, subjects in high school.In school subjects, information is disseminated through many grades and grades, subjects such as Chemistry, Biology, Technology, Physics and especially Geography. Geography is a subject that has many favorable possibilities and opportunities for integrated teaching and brings many positive results due to the subject's characteristics associated with the natural reality and life around learners. Reflects a way of solving today's burning problems. Because subject knowledge is very broad, including the natural environment, the socio-economic environment and its basic relationships. In order to understand and understand geographical knowledge deeply, it is necessary to have knowledge of many different subjects, from which it is possible to apply geographic knowledge to solve practical problems. In the content of this article, we refer to the integrated analysis of education on climate change adaptation (CC) and disaster prevention (DRR) in Grade 12 Geography for high school students, with the aim of creating interest. study, develop motor capacity to apply geographic knowledge to explain natural phenomena and social issues of concern, especially climate change and natural disaster risks that have been affecting have a strong positive and direct impact on the natural system, economic activities and environment of the Vietnamese people.
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