|本期目录/Table of Contents|

[1]周 彬,雷凤瑶,等.新西兰生态旅游地环境教育效果评价——来自中国游客的调查数据[J].宁波大学学报(教育科学版),2018,40(1):48-055.
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新西兰生态旅游地环境教育效果评价——来自中国游客的调查数据(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第40卷
期数:
2018年1期
页码:
48-055
栏目:
高等教育
出版日期:
2018-01-16

文章信息/Info

Title:
-
文章编号:
10080627(2018)01-0048-08
作者:
周 彬1 2雷凤瑶1刘 婷1李婷婷1朱 桦3
(1. 宁波大学 中欧旅游与文化学院,浙江 宁波 315211;2. 中国科学院 地理科学与资源研究所,北京 100101; 3. 怀卡托大学中国—新西兰旅游研究中心,怀卡托 哈密尔顿 3240)
Author(s):
-
关键词:
-
Keywords:
ecotourism destination environmental education effect evaluation New Zealand
分类号:
-
DOI:
-
文献标志码:
A
摘要:
环境教育是生态旅游的重要功能。以新西兰北岛的罗托鲁阿的蒂普亚生态旅游景区和新西兰南岛的生态旅游地皇后镇为调研地点,以当地的中国游客为调研对象,采用问卷调查法、因子分析法建立了新西兰生态旅游地环境教育效果评价指标体系,构建了评价指标综合的线性加权函数模型,使用重要性-绩效分析(IPA)等方法对评价指标进行了分析,并提出了提升新西兰生态旅游地环境教育效果的对策与建议。研究表明:(1)新西兰生态旅游地中国游客环境教育综合评价效果位于“很好”等级;(2)新西兰生态旅游地中国游客环境教育效果的5个要素层评价得分呈现出态度效果→行为效果→意识效果→知识效果→技能效果依次递减的特征,其中知识效果和能力效果评价结果为“一般”等级,行为效果、态度效果和意识效果评价结果为“很好”等级;(3)态度效果、意识效果因子是提升新西兰生态旅游地中国游客环境教育效果的先决条件,未来需要继续保持;而行为效果因子是关键因素,未来需要进一步加强和重视;技能效果与知识效果因子可以适当放缓。建议从完善环境教育设施、丰富环境教育内容和环境教育项目类型等方面采取措施提升新西兰生态旅游地中国游客环境教育效果。
Abstract:
This paper selected the Chinese tourists to the Tipu eco-tourism scenic spots in Rotorua and Queenstown, an eco-tourism site respectively in the North Island and in the South Island of New Zealand, using the questionnaire survey, factor analysis, toestablishe the evaluation index system of environmental education effect in New Zealand. It also constructed the linear weighting function model of the comprehensive evaluation, analyzed the evaluation index by means of importance performance analysis (IPA) ,and thus, provided suggestions to enhance the effects of environmental education. The results showed that: (1) the comprehensive effects of the environmental education stood at the “good” level; (2) the scores of the five factors turned out to be in a degrading trend: the attitude → behavior → consciousness → knowledge → skill, of which the knowledge and skill effects stayed at the “ordinary” level, with the other three factors at “very good” level; (3) the attitude effect and consciousness effect of perception were the prerequisites to enhance the effect of eco-environmental education. This suggested that the future development can focus on thses factors with the behavioral effects of perception factor as a key factor, and skills perceived effect and knowledge factor appropriately to slow down. It also suggested that strengthening and diversifying the facilities and types of environmental education projects will enhance the eco-environmental education.

参考文献/References:

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[12].邓运员, 何清华, 刘沛林. 基于游客感知的山岳型景区低碳环境教育评价——以南岳衡山为例[J]. 湖南社会科学, 2014, (2): 224-227. A Data-driven Evaluation of Eco-environment Education of Chinese Tourists to New Zealand
[13].ZHOU Bin1, 2, LEI Feng-yao1, LUI Ting1, LI Ting-ting1, ZHU Hua3
[14].( 1. Tourism Dept., Ningbo University, Ningbo 315211,China; 2. Institute of Geographic Sciences and Natural Resources Research, Beijing100101, China; 3. China-New Zealand Tourism Institute, University of Waikato, Hamilton 3240, New Zealand )
[15].Abstract: This paper selected the Chinese tourists to the Tipu eco-tourism scenic spots in Rotorua and Queenstown, an eco-tourism site respectively in the North Island and in the South Island of New Zealand, using the questionnaire survey, factor analysis, toestablishe the evaluation index system of environmental education effect in New Zealand. It also constructed the linear weighting function model of the comprehensive evaluation, analyzed the evaluation index by means of importance performance analysis (IPA) ,and thus, provided suggestions to enhance the effects of environmental education. The results showed that: (1) the comprehensive effects of the environmental education stood at the “good” level; (2) the scores of the five factors turned out to be in a degrading trend: the attitude → behavior → consciousness → knowledge → skill, of which the knowledge and skill effects stayed at the “ordinary” level, with the other three factors at “very good” level; (3) the attitude effect and consciousness effect of perception were the prerequisites to enhance the effect of eco-environmental education. This suggested that the future development can focus on thses factors with the behavioral effects of perception factor as a key factor, and skills perceived effect and knowledge factor appropriately to slow down. It also suggested that strengthening and diversifying the facilities and types of environmental education projects will enhance the eco-environmental education.

备注/Memo

备注/Memo:
基金项目:宁波市与中国社科院战略共建研究中心研究课题“浙东海洋文化创意旅游发展研究”(NZKT201302)第一 收稿日期:2017-02-10基金项目:宁波市与中国社科院战略共建研究中心研究课题“浙东海洋文化创意旅游发展研究”(NZKT201302)第一作者简介:周彬(1979-),男,山东曹县人,教授/博士,主要研究方向:旅游地理学、旅游生态学。E-mail: njuzhoubin@163.com
更新日期/Last Update: 2018-01-15