情境认知与学习理论视角下博物馆研学旅游中的教学机理研究  

Research on the teaching and learning mechanism of museum study tourism from the perspective of situated cognition and learning theory

作　　者：邵亦琛 孟繁强[2] Shao Yichen;Meng Fanqiang(University of Edinburgh,Edinburgh EH39DF,UK;Nankai University,Tianjin 300350,China)

机构地区：[1]爱丁堡大学,英国爱丁堡EH39DF [2]南开大学,天津300350

出　　处：《中国生态旅游》2023年第3期494-509,共16页Journal of Chinese Ecotourism

摘　　要：博物馆研学旅游既是一种重要的旅游业态,也是一种重要的教育形式。本研究基于情境认知和学习理论,通过半结构化访谈和非参与式观察,辅助网络文本分析,对博物馆研学旅游中的教学机理进行探索性分析。研究发现:博物馆能够提供本真性的、多类型的、跨时空的和整合性的知识内容。博物馆所具有的允许全身心体验复合型时空情境和群体互动式情境特性,使得亲历者在接触后,生成认知通道。博物馆研学旅游亲历者的认知通道生成后,教育意向性被开启,自我建构式学习被激发,促进自我生成式发展的形成,最终完成自身的认知与行为优化。本研究尝试分析博物馆研学旅游中的教与学的内在逻辑,建立起基于情境认知与学习理论的博物馆研学旅游情境教学机理模型,为博物馆研学旅游产品开发提供了参考。Museum study tourisms are an important tourism business format as well as a teaching and learning structure.Using semi-structured interviews,non-participatory observations,and significant network text analysis,this article examines the teaching and learning mechanisms in museum study tourism from the perspective of situated cognition and learning theory.According to research,museum study tourism can provide authentic,multitype,time-space-crossed,and integrative knowledge.The character of museum study tourism allows experiencers to enjoy the full-body experience in composite spatiotemporal contexts and group interaction.These characters will create cognitive channels for the experiencers.Following that,the experiencers of museum study tourism will be initiated with educational intentionality,encouraged to engage in self-constructive learning,promote the generative development of the self,and ultimately optimize cognition and behaviour.This article seeks to examine the internal logic of teaching and learning in museum study tourism,develop a situational teaching and learning mechanism model for museum study tourism,and provide references for the development of museum study tourism products.

关 键 词：旅游情境 旅游体验 情境认知与学习 建构式学习 博物馆教育 研学旅游 

分 类 号：G269.2[历史地理—考古学及博物馆学] F592[经济管理—旅游管理]