本文選題：鄉(xiāng)村教育旅游 + 開發(fā)路徑��； 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：目前,我國(guó)鄉(xiāng)村旅游不斷快速發(fā)展,滿足了旅游者的消費(fèi)需求,也增加了農(nóng)民收入,為鄉(xiāng)村地區(qū)的經(jīng)濟(jì)發(fā)展帶來促進(jìn)作用。但是隨著游客的旅游需求日益的多樣化、個(gè)性化及體驗(yàn)化的趨勢(shì),鄉(xiāng)村旅游產(chǎn)品在資源開發(fā)、經(jīng)營(yíng)理念、服務(wù)水平等環(huán)節(jié)出現(xiàn)不同程度的“滯后”。與此同時(shí),教育旅游作為一種新型專項(xiàng)旅游形式,在受到旅游市場(chǎng)的青睞的同時(shí)也面臨著旅游資源匱缺、活動(dòng)形式單一等“瓶頸”問題。本文嘗試將鄉(xiāng)村旅游與教育旅游相結(jié)合,從鄉(xiāng)村旅游為教育旅游的發(fā)展提供“空間”與“景觀”的載體,以及教育旅游在鄉(xiāng)村的發(fā)展來挖掘鄉(xiāng)村旅游資源的文化內(nèi)涵及提升產(chǎn)品層次等思路出發(fā),結(jié)合體驗(yàn)經(jīng)濟(jì)背景對(duì)鄉(xiāng)村教育旅游產(chǎn)品開發(fā)進(jìn)行研究。 論文通過對(duì)國(guó)內(nèi)外相關(guān)文獻(xiàn)與資料梳理與研究,首先,在鄉(xiāng)村旅游與教育旅游的理論研究的基礎(chǔ)上,對(duì)鄉(xiāng)村教育旅游及其產(chǎn)品理論進(jìn)行構(gòu)建,以及對(duì)鄉(xiāng)村教育旅游在旅游資源、市場(chǎng)需求及旅游體驗(yàn)等方面進(jìn)行可行性進(jìn)行分析。其次,對(duì)鄉(xiāng)村旅游資源的教育功能評(píng)價(jià)進(jìn)行指標(biāo)體系構(gòu)建,并從旅游資源、旅游市場(chǎng)及旅游體驗(yàn)三方面提出開發(fā)路徑。此外,在微觀層面,對(duì)鄉(xiāng)村教育旅游產(chǎn)品的開發(fā)要素、表現(xiàn)形式以及配套體系等方面進(jìn)行具體分析。最后,通過對(duì)金華南山龍?zhí)断貐^(qū)的實(shí)證研究來論證與指導(dǎo)鄉(xiāng)村教育旅游產(chǎn)品在具體實(shí)踐開發(fā)。 本論文形成的基本觀點(diǎn)和結(jié)論為： (1)鄉(xiāng)村教育旅游是指在地理空間上以鄉(xiāng)村地域?yàn)榛顒?dòng)場(chǎng)所,結(jié)合鄉(xiāng)村旅游資源的教育功能,旅游者在旅游過程中以尋求愉悅的教育體驗(yàn)為根本目的,通過與鄉(xiāng)村旅游資源實(shí)現(xiàn)信息要素的認(rèn)知與互動(dòng),使得旅游者在旅游過程中自身的知識(shí)、技能等方面的個(gè)體發(fā)展得到滿足,形成寓“學(xué)”與“游”的個(gè)性化旅游活動(dòng)。 (2)鄉(xiāng)村教育旅游中鄉(xiāng)村元素的融入為教育旅游的開發(fā)提供空間與資源上的載體,豐富并充實(shí)了教育旅游形式與內(nèi)容,突破傳統(tǒng)教育旅游局限于以都市與景區(qū)等壟斷性資源的束縛。而教育旅游活動(dòng)為鄉(xiāng)村旅游在資源開發(fā)、產(chǎn)品理念與服務(wù)水平等方面帶來全新的內(nèi)涵與思路,體現(xiàn)了鄉(xiāng)村旅游轉(zhuǎn)型發(fā)展的新趨勢(shì)。 (3)鄉(xiāng)村教育旅游資源主要是以鄉(xiāng)村旅游資源為基礎(chǔ),并通過關(guān)于資源的教育功能的指標(biāo)進(jìn)行評(píng)價(jià)后所形成的。具體而言,根據(jù)不同年齡段游客特點(diǎn),就鄉(xiāng)村旅游資源對(duì)于個(gè)體在德智體美不同側(cè)面的教育功能來提取指標(biāo),根據(jù)不同群體在德智體美不同指標(biāo)上的權(quán)重并結(jié)合不同群體在市場(chǎng)的占有率,來初步對(duì)資源的教育功能進(jìn)行定量分析并提供具體開發(fā)參照。 (4)鄉(xiāng)村教育旅游開發(fā)路徑主要側(cè)重于對(duì)產(chǎn)品的宏觀開發(fā),通過根據(jù)鄉(xiāng)村教育旅游資源特點(diǎn)、市場(chǎng)需求以及旅游體驗(yàn)對(duì)產(chǎn)品進(jìn)行分類。根據(jù)旅游資源特點(diǎn),主要圍繞鄉(xiāng)村景觀、歷史古跡、農(nóng)藝技術(shù)以及民俗表演等形式結(jié)合具體的教育功能來開展不同類型活動(dòng)的開發(fā),在市場(chǎng)需求方面,主要分為針對(duì)青少年群體、都市家庭群體、中老年群等不同產(chǎn)品。在旅游體驗(yàn)方面,主要提出鄉(xiāng)村教育旅游中觀賞型、社交型、模仿型、游戲型等幾類產(chǎn)品。 (5)在鄉(xiāng)村教育旅游產(chǎn)品具體開發(fā)中,主要從產(chǎn)品的設(shè)計(jì)理念、體驗(yàn)路徑與教育導(dǎo)向等方面來展開,鄉(xiāng)村教育旅游產(chǎn)品理念主要將旅游需求與教育目標(biāo)相結(jié)合提出“泛學(xué)”、“親景”及“主題性”等理念；在體驗(yàn)方面,主要圍繞鄉(xiāng)村旅游情境的構(gòu)建,并通過角色塑造、時(shí)間更替、空間錯(cuò)位及元素融合等途徑來實(shí)現(xiàn)產(chǎn)品的體驗(yàn)功能；在旅游產(chǎn)品教育導(dǎo)向上,則將教育活動(dòng)目標(biāo)、教育活動(dòng)方式、教育途徑形式分別與產(chǎn)品功能定位、產(chǎn)品表現(xiàn)形式、產(chǎn)品體驗(yàn)路徑相對(duì)應(yīng)進(jìn)行相互對(duì)應(yīng)融合。此外,通過從突出產(chǎn)品的空間布局、路線設(shè)計(jì)及服務(wù)設(shè)施等配套體系的教育功能來服務(wù)于鄉(xiāng)村教育旅游產(chǎn)品開發(fā)。
[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 .

【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：F592;G40-05

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本文編號(hào)：1800308