世界遗产教育的利益相关者合作模式与形成机制  

Stakeholder Cooperation Mode and Formation Mechanism of World Heritage Education

作　　者：李贵清 张朝枝[1] LI Gu iqing;ZHANG Chaozhi(School of Tourism Management,Sun Yat-sen University,Zhuhai Guangdong 519082,China)

机构地区：[1]中山大学旅游学院,广东珠海519082

出　　处：《自然与文化遗产研究》2023年第1期30-36,共7页Study on Natural and Cultural Heritage

基　　金：国家自然科学基金项目“旅游发展背景下资源保护对保护地农户生计的影响及其作用机理”(2021—2024年)(42071181)。

摘　　要：世界遗产教育是世界遗产缔约国及世界遗产地的重要责任与使命之一,如何推动不同利益相关者形成合力来推动世界遗产教育发展,是世界遗产地面临的共同挑战。文章以世界自然遗产地广东丹霞山为例,运用半结构访谈和参与式观察等质性研究方法,揭示了世界遗产教育中各利益相关者的合作模式及其形成机制。结论认为:(1)围绕世界遗产的多元价值和世界遗产教育的共同目标,不同利益相关者之间已形成共同教育模式;(2)世界遗产教育的利益相关者间的合作模式源于权威政府部门、专业教学科研机构和遗产地管理部门三方互动的作用机制;(3)遗产地管理机构的激励机制是世界遗产教育各利益相关者形成合作的关键力量。本研究结论对世界遗产教育活动开展具有启示意义。World Heritage education is an important responsibility and mission of World Heritage States parties and the World Heritage sites. Facilitating stakeholder cooperation to promote World heritage education is a shared challenge for many World Heritage sites.Taking Mt. Danxiashan, a World Heritage site in Guangdong Province as an example, the article applied a qualitative approach including semi-structured interview and participatory observation to unveil how stakeholders formed cooperative relationships to promote World Heritage education. The conclusions are:(1) a consensus centering around the education mode has been made among stakeholders, which was built on the multiple values of World Heritage and common educational goal of education;(2) the cooperation mode stemmed from the interaction mechanism among administrative authorities, research and education institutions, and World Heritage site management parties;(3) an incentive mechanism proposed by the World Heritage site management parties was key to the cooperation among stakeholders. The conclusions of the present study provide critical implications for developing world heritage education programs.

关 键 词：世界遗产教育 丹霞山 遗产教育 世界遗产 

分 类 号：G122[文化科学]