At present, the uncertainty of globalization is prominent. All kinds of black swan events and gray rhinoceros events are intertwined, which intensifies social risks. At the same time, it also confirms the judgment and anxiety of human society entering a risk society put forward by German scholar Ulrich Beck in his book Risk Society published in 1986. Strengthening the discipline construction of emergency management is an important basis for cultivating management talents and building national emergency capacity. The construction and development of emergency management discipline in the United States is representative, which has aroused extensive discussion among scholars. Major emergencies promote discipline development The understanding of emergency management in the United States can be traced back to two centuries ago. In 1803, a series of fires swept through Portsmouth, a port city in New Hampshire. In response to the disaster, Congress passed the first national disaster law in history. In the following decades, the imprint left by Portsmouth led to a temporary approach to emergency management. By the middle of the 20th century, the US Congress had dealt with a series of disasters, such as the fire in Chicago in 1871, the hurricane in Galveston, Texas in 1900, the San Francisco earthquake in 1906 and so on. A series of large-scale hurricanes and earthquakes in the 1960s and 1970s focused public attention on the relief of natural disasters. The Federal Disaster Assistance Administration of the United States made a major response to Hurricane Kara, the Alaska earthquake, the San Fernando earthquake and hurricane Agnes, and then quickly enacted laws. The most striking is the disaster relief act of 1974, which established the procedure for the president to declare national disasters. The 1979 Three Mile Island nuclear accident made it more urgent to concentrate federal emergency response capacity. In the same year, President Jimmy Carter signed an executive order to establish the Federal Emergency Management Agency (FEMA) to assume the responsibility of civil defense. The discipline of emergency management in the United States originated from the College of emergency management (EMI) and the national emergency education and training base (NETC) established by the Federal Emergency Management Administration. At first, it focused on the establishment of emergency education courses and application training, and then gradually entered the field of higher education from practical training. In 1983, the University of North Texas established the first undergraduate degree program in emergency management in the United States. In 1994, FEMA promoted the emergency management higher education program, which was established to "encourage and support the dissemination of hazard, disaster and emergency management related information in Colleges and universities across the United States". At the beginning of the project, only four universities in the United States provided emergency management courses - one bachelor's degree course and three certificate courses. The mission of the project is to "serve as the main coordination center of national higher education in emergency management, promote specialization in this field through educational efforts, and contribute to a more flexible country by creating a team of professional emergency managers". After the "9.11" incident in 2001, emergency management education in the United States showed a blowout development. The government began to actively promote the establishment of a public safety emergency education system centered on "disaster prevention community", attached great importance to emergency education, and successively set up emergency management, homeland security, anti-terrorism and disaster reduction, enterprise crisis management and other majors in many colleges and universities. According to the 2021 FEMA higher education plan report, as of January 2021, 269 higher education institutions in the United States had provided 684 emergency management related projects. Characteristics of emergency management education The cultivation of emergency management education in the United States presents the characteristics of ability based and meeting the needs. The discipline of emergency management has doctor's, master's, bachelor's and associate's degrees. In addition, a variety of professional training programs of emergency management courses have been set up. The degree training objectives of each level are different. For the doctoral degree, it is required to improve the creative research ability and have a deep and wide understanding of emergency management literature and research methods, so as to engage in teaching, research and policy work in emergency management; For the master's degree, it is required to have a high-level understanding of emergency management, improve the ability to solve problems, enhance, enrich or otherwise expand the knowledge of emergency management, and serve people with supervision or leadership functions in emergency management; For the bachelor's degree, it is required to study according to the basic knowledge required by the emergency management profession, understand the key theories of emergency management, and cultivate the ability to effectively communicate and cooperate with departments at all levels and communities; For the associate degree, as a supplement to other disciplines and professional goals, it is required to be familiar with the relevant core knowledge of emergency management and pay attention to the cultivation of professional quality and ability. The curriculum of emergency management education is mainly forward and scientific. According to the 2018 FEMA higher education plan report, the curriculum of emergency management is ranked by practicability, such as national accident management system (NIMS), technology and emergency management, disaster response and management, homeland security and emergency management, building disaster resistant communities, hazards, disasters and American emergency management. Overall, the most commonly used course is the national accident management system. In the postgraduate stage, the most courses are the social dimension of disasters, national accident management system, technology and emergency management. The characteristics of these emergency management courses mainly include the following three aspects. First, there are many levels of curriculum, and different curriculum completion plans are set for different degrees. Second, the curriculum is richer. Relevant courses of emergency management include special courses provided by the Federal Emergency Management Administration, standard courses developed for associate degree groups, and remote self-study courses of emergency management, so as to meet the needs of different groups to the greatest extent. Third, the curriculum is more professional. According to the FEMA higher education plan report in 2020, the relevant majors of emergency management in the United States include public health and medical treatment, homeland security, emergency management, etc. the courses set according to the majors include disaster risk management, homeland security and emergency management, etc. the courses fully show the professional characteristics of emergency management. The teaching method of emergency management education embodies the characteristics of students as the main body and the integration of knowledge and practice. The US emergency management discipline educates students based on a large amount of academic knowledge within its discipline, including risk, preparedness, response, mitigation and recovery, as well as a series of sub themes related to these fields. The teaching methods of emergency management in the United States are very diverse. In addition to the traditional classroom teaching, case study, discussion and other methods, it also includes a large number of modern and open teaching methods, such as classroom lectures, group planning meetings, practice-based training, virtual table exercises and so on. Students majoring in emergency management can also cooperate with local communities and voluntary agencies to participate in various projects according to their own interests. The practical teaching method combines teaching with the "real world", provides students with opportunities to apply knowledge and improve skills, and is more conducive to the realization of teaching objectives. The construction of teachers in emergency management education focuses on practice oriented and both full-time and part-time. The discipline of emergency management in the United States has very strict requirements on the construction of teaching staff. Taking the exercise control and simulation course provided by the College of emergency management as an example, the standard document of contract lecturer requires that the applicant must be a graduate of master's degree or above recognized by higher education academic institutions such as public management, education, emergency management, public health, emergency medicine, fire science and social science, or at least in local The state and federal governments have more than three years of experience in the design, development, implementation, evaluation and improvement of corrective action planning of community emergency management exercises, preferably five years of experience in the fields of exercise project management, emergency management and emergency services, and have been directly responsible for the exercise project planning of single or multiple jurisdictions. At the university level, emergency management teachers can generally be divided into four categories: tenured, tenure track, full-time non tenured and part-time. According to the survey on the types of teachers in relevant projects in the FEMA higher education plan report in 2018, there are 575 lifelong teachers, 295 quasi employment teachers, 190 full-time and part-time teachers and 1442 part-time teachers in the emergency management discipline in the United States, with the largest proportion of part-time teachers. It can be seen that American emergency management education largely depends on part-time teachers. The reason is that most part-time teachers are staff of relevant departments. They have long been engaged in emergency management and have rich practical experience in emergency management. They can not only provide theoretical support for the cultivation of talents in American emergency management, but also provide practical learning guidance. (Xinhua News Agency)