A news report of about 5 words about a hot topic in society.

in the "5.12" catastrophic earthquake, Wenchuan county was the epicenter, and parts of Aba, Chengdu, Deyang, Mianyang, Guangyuan and Ya 'an, southern Gansu and parts of Hanzhong, Shaanxi were seriously affected. In Dujiangyan area alone, four colleges and universities, namely Sichuan Vocational College of Industry and Commerce, Neusoft Vocational College of Information Technology, Sichuan Vocational College of Water Conservancy and Dujiangyan Branch of Sichuan Agricultural University, suffered serious personnel and property losses. In addition, Southwest University of Science and Technology, Sichuan Jing 'an Vocational College and other universities have also suffered different degrees of school building damage and casualties. The direct economic loss of Aba Normal College, located in the epicenter area, reached more than 8 million yuan. The losses of primary and secondary schools in the disaster area were even more severe. Affected by the Wenchuan earthquake, only more than 62% of the schools in Hanzhong's education system were damaged, and 1,332 schools collapsed, forming 1.175 million square meters of dangerous buildings. Among the 2,157 primary and secondary schools in the city, 398 schools with more than 96, students could not resume classes normally, and 95% of the schools in Lueyang and ningqiang county, which are closest to the Sichuan earthquake zone, were damaged. In addition to the lack of materials, the biggest difficulty faced by schools in disaster areas is to get out of the shadows and rebuild.

The post-disaster reconstruction of the education system affects the development potential of the disaster area, so it is urgent to come up with an education reconstruction plan for the disaster area as soon as possible. In this report, general education and vocational education will be analyzed. General education includes primary and secondary school education and general higher education, while vocational education includes secondary vocational education and higher vocational education, and adult vocational education and training. The earthquake caused huge losses in primary and secondary schools. Therefore, we should restore the teaching order of primary and secondary schools as soon as possible, fill teachers, build a school management system that adapts to the post-disaster environment, and create an educational environment conducive to the healthy growth of young children. Post-disaster reconstruction needs a lot of money and labor. On the one hand, the reconstruction cost can be reduced, on the other hand, the employment of victims can be solved by transforming and cultivating lean labor on the spot. Therefore, it will be an inexhaustible motive force to realize the sustained and healthy economic development in the disaster-stricken areas through nationwide counterpart assistance, learning from the aid provinces and doing a good job in secondary and higher vocational education.

First, psychological reconstruction

(1) Build 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; Case study on the discovery of psychological trauma of teachers and students after the earthquake and effective assistance; The role of psychological counseling for teachers and students after the earthquake in promoting the construction of mental health education system in primary and secondary schools; Research on the organization and coordination of various forces, the combination of schools, families and society in post-earthquake psychological assistance for post-earthquake students; 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 psychological reconstruction at present, strengthen the construction of spiritual rescue teams, form a strong team of experts to introduce overseas spiritual rescue organizations in a timely manner, and systematically introduce the latest spiritual rescue knowledge and tools to heal the extremely traumatized heart. Establish disaster psychological intervention bases in disaster-stricken areas, organize psychologists to train local professionals to provide long-term psychological assistance for post-disaster reconstruction.

(4) Training and improving the psychological counseling ability of teachers in disaster areas. First, teachers in the disaster areas were given psychological treatment and supportive group counseling during the summer vacation, and then they were followed up for treatment and training on weekends and holidays. Not only give teachers care and support, but also provide solutions and technologies to teachers, so that teachers can help students in need immediately.

(5) Psychologists regularly give professional supervision to counselors who give individual counseling at the front line. In response to the changes in the chaotic scene after the disaster, through supervision and constant reflection, they adjust the counseling mode and generate new action strategies to meet the current situation and needs of the school. In principle, once a month, 12 times. Strengthen the training of rescue workers and offer relevant courses in universities, so that more people can master the knowledge and skills related to spiritual rescue. Since it has been used to save yourself, 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 with different ages and psychological trauma need targeted counseling. Carry out various psychological rescue activities. Such as: school tour counseling, psychological counseling, class counseling, post-earthquake health education classes, etc. For the seriously injured students, each counselor counsels three students, three hours each time and once a week, and carries out 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 post-earthquake health education course is initially determined to be two years, which is divided into four stages according to the semester. After each stage, the implementation area is evaluated and the work plan for the next stage is determined.

II. Reconstruction of school infrastructure

1. School reconstruction planning

School reconstruction is a long-term process, and the reconstruction planning and design should be planned in a unified way 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 donations. Therefore, post-disaster school reconstruction should be scientific planning and rational layout. Planning should be people-oriented, which is beneficial to students' life and study, and to teachers' teaching work. At the same time, planning should be properly ahead of schedule, so as not to lag behind in the next 2 years. Reasonable layout is based on geographical location, the changing trend of students, meeting people's demand for high-quality educational resources, adapting to the development of politics, economy, culture, population and social undertakings in this area, considering the balance between supply and demand of education on the basis of talent prediction, rationally adjusting the educational structure, and achieving the coordinated development of all kinds of education, namely, making every county have high schools, junior high schools and vocational schools. Every township should have junior high schools, central primary schools and kindergartens. Village schools and kindergartens should concentrate on 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, give schools the function of emergency shelter, combine school planning with the process of new countryside, urbanization and industrialization, combine with the overall planning of urban and rural education, combine with the adjustment of school layout and structure, combine with school standardization, scientization, modernization and greening and beautification, pay attention to the development ratio of education boards and take the road of sustainable development.

The school reconstruction plan should be full of individuality, which should reflect the different educational 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, highlighting the campus characteristics of teaching and educating people scientifically. It is conducive to attracting and inspiring educators to learn, 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 collapsed schools in the hardest hit areas, resulting in a large number of student casualties, and the whole country was saddened. Besides the poor quality of buildings, the large-span and large-capacity design of classrooms 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 not convenient for students to evacuate quickly; It is not conducive to students' individualized 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 condition of the same building investment, the disaster resistance of small classrooms is much higher than that of traditional classrooms, whether it is earthquake, fire or flood; In the event of a disaster, it is convenient to organize students to evacuate quickly. Small class education meets the requirements of quality-oriented teaching and humanized teaching. After the width and length of the classroom are reduced, the eye health of students can be protected. Reduce the workload of teachers relatively, so as to improve the teaching quality of teachers and protect their health. It can provide more teachers' jobs and help increase the employment rate.

(2) Strengthen earthquake prevention and improve earthquake prevention standards. Drawing on the experience of recovery and reconstruction after many major earthquakes at home and abroad, we should consider the following issues to improve the seismic performance of buildings: 1) Seriously and carefully investigate the earthquake damage, analyze the damage of schools in different building years, floors, structural categories and plane shapes, and analyze the causes (fortification standards, structural system, structural design, construction quality, etc.). Appraisal of buildings that can be reinforced and used; Carry out overall planning, delimit areas that are not suitable for construction, and make adjustments to the construction planning of earthquake areas; It is suggested that we should learn a lot from the experience of the earthquake, and improve the structural layout of the single-span frame with overhanging verandah and unsupported buildings in primary and secondary schools. 2) In this earthquake, a large number of school buildings in villages and towns collapsed, resulting in a large number of casualties and property losses. One of the important reasons is that there was 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" and appropriately improve the seismic performance target of the structure to ensure that the structure will not yield under the earthquake with fortification intensity; 4) In high-intensity areas or important buildings, isolation and shock absorption techniques are adopted to improve the overall seismic level of the structure; 5) Standardize the supervision and inspection of implementation, and incorporate the regular assessment of earthquake safety into the principal's assessment system.

(3) Safety and seismic fortification zoning should be considered in school site selection. Conceptually, the earthquake disaster of buildings caused by ground vibration can be alleviated by anti-seismic technology, especially the collapse of houses and the disasters that endanger life safety can be avoided in large quantities. There is no definite law and fixed pattern in the temporal and spatial distribution of strong earthquakes. Although a lot of research work has been done in this field, the temporal and spatial migration law of large earthquakes in China is still poorly understood. After the founding of the People's Republic of China, China has drawn up four generations of seismic zoning maps, which divide the seismic fortification intensity of each city and township, which is the basis and prerequisite for the seismic fortification of the project. Judging from the actual occurrence of major earthquakes in China, the scope of the earthquake zone defined 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 greater possibility of destructive earthquakes of magnitude 6 or above, so more consideration should be given to the location of schools. It is suggested that when the school is rebuilt, it should avoid areas close to the earthquake source as much as possible, as well as areas with complex and dangerous terrain, and should choose a flat and open location that is convenient for teachers and students to evacuate.

(4) The introduction of developers in post-disaster school reconstruction. Because the profit-seeking nature 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 the construction of school buildings free of charge, make unified land arrangements, and stipulate the floor area ratio. Then, the government selects building material suppliers and house builders through public bidding, and the school buildings are resold at the cost price. The government gives back to the participating enterprises in the form of interest subsidies and quantitative fiscal and tax subsidies. The government acts as a developer rather than a developer in this process. The government can come forward to guarantee, use projects and real estate as collateral, and borrow money from banks, and the amount of the loan 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 projects is an inevitable trend influenced by complex reasons, and reasonable capital investment is also the guarantee of the safety and quality of building structures. Facing the query from the society, 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 supervision from all walks of life.

III. Reconstruction of teaching

(1) Problems of teaching places. 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 regular classrooms in the teaching process for a long time.

(2) the problem of safety course education. Schools should increase the courses of self-help and rescue after earthquakes and other major disasters. Curriculum development can be carried out in the following aspects: the development and implementation of safety education curriculum resources; Objectives 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 the reconstruction of teaching activities after disasters. We can't look at the relationship in teaching activities only in the cognitive field, nor can we study teaching activities only from the perspective of psychology and technology, but we 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 teaching activities reconstruction. In the process of rebuilding teaching activities after the disaster, we should re-understand the interpersonal relationship in teaching activities. The relationship between teachers and students, between students and students should be based on cultural knowledge. Teaching activities should be the unity of promoting 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 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 a benign development of interaction between them.

(5) the problem of curriculum reconstruction in the process of teaching activities reconstruction. The reconstruction of school curriculum in the disaster area after the earthquake should follow the following principles: 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. The necessary courses should be carried out, and efforts should be made to create conditions for them to be carried out without conditions, and the government should give them 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 focus more on caring for students in life than book knowledge. Fourth, curriculum reconstruction should respect students' autonomy. In the initial stage, it is mainly guided by teachers, and the main body changes after the school is basically restored and rebuilt.

IV. Reconstruction of Campus Culture and Order

(1) Build a good campus environment so that students can live a good campus life. On the issue of campus school building reconstruction, it is necessary to select excellent architects, entrust them to make in-depth research reports according to local culture and environmental characteristics, and then carry out design, and actively listen to the opinions of teachers, students, parents and local people during the design process. Make the new campus have 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 centralized cramming education system in the past, and try to integrate humanistic education and open education in campus space design.