基于具身认知理论的研学旅行基地建设质量评价:学生体验的视角  

Quality Evaluation of Study Trip Base Construction Based on Embodied Cognition Theory:the Perspective of Students'Experience

作　　者：刘梓煜 袁俊[2] LIU Ziyu;YUAN Jun

机构地区：[1]深圳市南山实验教育集团南头小学,深圳518060 [2]深圳大学体育学院

出　　处：《教育测量与评价》2024年第4期14-24,共11页Educational Measurement and Evaluation

基　　金：教育部学校规划建设发展中心青少年实践与劳动教育课题“青少年研学实践教育基地建设评价体系研究”(CSDP19FS12212)的主要研究成果。

摘　　要：从体验主体角度出发,将研学旅行内在特点与具身认知理论要素充分结合,对传统的服务质量差距模型GAP进行融合创新,从课程感知、环境感知、管理感知、服务感知4个维度构建具有11个因子、32个指标的研学旅行基地建设质量评价体系,并选择深圳市锦绣中华民俗村为案例地发放问卷进行实证研究。结果发现,案例地开展的研学旅行活动存在师生互动性弱、课程安排流于形式、分班分组不到位、环境氛围不成体系等问题。对此,建议开发特色课堂,优化研学体验,增强研学导师专业技能;营造凸显文化属性的研学氛围,丰富研学旅行内涵;加强智慧管理,构建良性的研学生态;延伸课后内容,强化研学旅行质量效果评价。From the perspective of the subject of experience,combining the intrinsic characteristics of study trip with the elements of embodied cognition theory,integrating and innovating the traditional service quality model GAP,we constructed a study trip base construction quality evaluation system with 11 factors and 32 indexes in four dimensions,namely curriculum perception,environment perception,supporting perception,and service perception,and selected Shenzhen Jinxiu Chinese Folk Village as the case study site to distribute questionnaires for empirical research.It was found that the study trip activities carried out in the case study site had problems such as weak interaction between teachers and students,superficial curriculum arrangement,inadequate placement and grouping,and unsystematic environment.According to the above problems,it is recommended to develop special classrooms,optimize the study experience,and enhance the professional skills of study instructors;create a study atmosphere that highlights cultural attributes and enriches the connotation of study trips;strengthen intelligent management and build a benign study ecology;and extend the content of the after-school program and strengthen the evaluation of the quality and effectiveness of study trips.

关 键 词：研学旅行 具身认知理论 GAP模型 质量评价 

分 类 号：G40-058.1[文化科学—教育学原理]