乡村教育旅游开发路径与产品设计研究

发布时间：2018-04-25 07:13

本文选题：乡村教育旅游 + 开发路径　；参考：《浙江师范大学》2014年硕士论文

【摘要】：目前,我国乡村旅游不断快速发展,满足了旅游者的消费需求,也增加了农民收入,为乡村地区的经济发展带来促进作用。但是随着游客的旅游需求日益的多样化、个性化及体验化的趋势,乡村旅游产品在资源开发、经营理念、服务水平等环节出现不同程度的“滞后”。与此同时,教育旅游作为一种新型专项旅游形式,在受到旅游市场的青睐的同时也面临着旅游资源匮缺、活动形式单一等“瓶颈”问题。本文尝试将乡村旅游与教育旅游相结合,从乡村旅游为教育旅游的发展提供“空间”与“景观”的载体,以及教育旅游在乡村的发展来挖掘乡村旅游资源的文化内涵及提升产品层次等思路出发,结合体验经济背景对乡村教育旅游产品开发进行研究。论文通过对国内外相关文献与资料梳理与研究,首先,在乡村旅游与教育旅游的理论研究的基础上,对乡村教育旅游及其产品理论进行构建,以及对乡村教育旅游在旅游资源、市场需求及旅游体验等方面进行可行性进行分析。其次,对乡村旅游资源的教育功能评价进行指标体系构建,并从旅游资源、旅游市场及旅游体验三方面提出开发路径。此外,在微观层面,对乡村教育旅游产品的开发要素、表现形式以及配套体系等方面进行具体分析。最后,通过对金华南山龙潭溪地区的实证研究来论证与指导乡村教育旅游产品在具体实践开发。本论文形成的基本观点和结论为： (1)乡村教育旅游是指在地理空间上以乡村地域为活动场所,结合乡村旅游资源的教育功能,旅游者在旅游过程中以寻求愉悦的教育体验为根本目的,通过与乡村旅游资源实现信息要素的认知与互动,使得旅游者在旅游过程中自身的知识、技能等方面的个体发展得到满足,形成寓“学”与“游”的个性化旅游活动。 (2)乡村教育旅游中乡村元素的融入为教育旅游的开发提供空间与资源上的载体,丰富并充实了教育旅游形式与内容,突破传统教育旅游局限于以都市与景区等垄断性资源的束缚。而教育旅游活动为乡村旅游在资源开发、产品理念与服务水平等方面带来全新的内涵与思路,体现了乡村旅游转型发展的新趋势。 (3)乡村教育旅游资源主要是以乡村旅游资源为基础,并通过关于资源的教育功能的指标进行评价后所形成的。具体而言,根据不同年龄段游客特点,就乡村旅游资源对于个体在德智体美不同侧面的教育功能来提取指标,根据不同群体在德智体美不同指标上的权重并结合不同群体在市场的占有率,来初步对资源的教育功能进行定量分析并提供具体开发参照。 (4)乡村教育旅游开发路径主要侧重于对产品的宏观开发,通过根据乡村教育旅游资源特点、市场需求以及旅游体验对产品进行分类。根据旅游资源特点,主要围绕乡村景观、历史古迹、农艺技术以及民俗表演等形式结合具体的教育功能来开展不同类型活动的开发,在市场需求方面,主要分为针对青少年群体、都市家庭群体、中老年群等不同产品。在旅游体验方面,主要提出乡村教育旅游中观赏型、社交型、模仿型、游戏型等几类产品。 (5)在乡村教育旅游产品具体开发中,主要从产品的设计理念、体验路径与教育导向等方面来展开,乡村教育旅游产品理念主要将旅游需求与教育目标相结合提出“泛学”、“亲景”及“主题性”等理念；在体验方面,主要围绕乡村旅游情境的构建,并通过角色塑造、时间更替、空间错位及元素融合等途径来实现产品的体验功能；在旅游产品教育导向上,则将教育活动目标、教育活动方式、教育途径形式分别与产品功能定位、产品表现形式、产品体验路径相对应进行相互对应融合。此外,通过从突出产品的空间布局、路线设计及服务设施等配套体系的教育功能来服务于乡村教育旅游产品开发。
[Abstract]:At present , China ' s rural tourism is developing rapidly , satisfying the tourist ' s consumption demand , increasing the farmer ' s income and promoting the economic development in rural areas . At the same time , as the tourist demand of the tourists becomes more and more diversified , personalized and experienced , the rural tourism products are also facing the " bottleneck " in the development of resources , management idea and service level . At the same time , the paper attempts to combine the rural tourism with the education tourism , to provide the " space " and " landscape " carrier for the development of education tourism from the rural tourism , and to explore the cultural connotation of the rural tourism resources and upgrade the product hierarchy .

Based on the theoretical research of rural tourism and education tourism , the paper analyses the feasibility of rural education tourism and its product theory , and puts forward the development path from three aspects of tourism resources , tourism market and tourism experience .

The basic viewpoints and conclusions of this paper are as follows :

( 1 ) Rural education tourism refers to the educational function of the rural tourism resources in the geographical space , which is based on the educational function of the rural tourism resources . In the course of tourism , the tourists seek the pleasant experience of education as the fundamental purpose , so that the individual development of the tourists ' knowledge , skills and so on in the course of tourism is satisfied , and the individual tourism activities of " learning " and " tour " are formed .

( 2 ) The integration of rural elements in rural education tourism provides space and resources for the development of education tourism , enriches and enriches the forms and contents of education tourism , breaks through the restriction of traditional educational tourism bureau to the monopoly resources such as city and scenic spot , and brings new connotation and thinking for rural tourism in resource development , product concept and service level , and embodies the new trend of rural tourism transformation development .

( 3 ) Rural education tourism resources are mainly based on rural tourism resources and evaluated by indicators on the educational function of resources .

( 4 ) The rural education tourism development path mainly focuses on the macro - development of the products , and classifies the products according to the characteristics of the rural education tourism resources , the market demand and the tourism experience . According to the characteristics of the tourism resources , the development of different types of activities is mainly carried out on the basis of the characteristics of rural landscape , historical monuments , agronomic techniques and folk performances .

( 5 ) In the concrete development of rural education tourism products , mainly from the aspects of product design concept , experience path and education orientation , the concept of rural education tourism product mainly combines tourism demand with education goal to put forward the concept of " pan - learning " , " affinity " and " theme " ;
In the experience , mainly around the construction of rural tourism situation , and through role modeling , time replacement , space dislocation and element fusion to realize the product experience function ;
On the basis of the education orientation of tourism products , the educational activities , educational activities and educational approaches are respectively integrated with product function orientation , product form and product experience path . In addition , the education function of the matching system such as space layout , route design and service facilities of the product is used to serve the development of rural education tourism product .

【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：F592;G40-05

【参考文献】