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

【摘要】：目前,我國鄉(xiāng)村旅游不斷快速發(fā)展,滿足了旅游者的消費需求,也增加了農民收入,為鄉(xiāng)村地區(qū)的經濟發(fā)展帶來促進作用。但是隨著游客的旅游需求日益的多樣化、個性化及體驗化的趨勢,鄉(xiāng)村旅游產品在資源開發(fā)、經營理念、服務水平等環(huán)節(jié)出現(xiàn)不同程度的“滯后”。與此同時,教育旅游作為一種新型專項旅游形式,在受到旅游市場的青睞的同時也面臨著旅游資源匱缺、活動形式單一等“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涵及提升產品層次等思路出發(fā),結合體驗經濟背景對鄉(xiāng)村教育旅游產品開發(fā)進行研究。 論文通過對國內外相關文獻與資料梳理與研究,首先,在鄉(xiāng)村旅游與教育旅游的理論研究的基礎上,對鄉(xiāng)村教育旅游及其產品理論進行構建,以及對鄉(xiāng)村教育旅游在旅游資源、市場需求及旅游體驗等方面進行可行性進行分析。其次,對鄉(xiāng)村旅游資源的教育功能評價進行指標體系構建,并從旅游資源、旅游市場及旅游體驗三方面提出開發(fā)路徑。此外,在微觀層面,對鄉(xiāng)村教育旅游產品的開發(fā)要素、表現(xiàn)形式以及配套體系等方面進行具體分析。最后,通過對金華南山龍?zhí)断貐^(qū)的實證研究來論證與指導鄉(xiāng)村教育旅游產品在具體實踐開發(fā)。 本論文形成的基本觀點和結論為： (1)鄉(xiāng)村教育旅游是指在地理空間上以鄉(xiāng)村地域為活動場所,結合鄉(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為根本目的,通過與鄉(xiāng)村旅游資源實現(xiàn)信息要素的認知與互動,使得旅游者在旅游過程中自身的知識、技能等方面的個體發(fā)展得到滿足,形成寓“學”與“游”的個性化旅游活動。 (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,豐富并充實了教育旅游形式與內容,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。而教育旅游活動為鄉(xiāng)村旅游在資源開發(fā)、產品理念與服務水平等方面帶來全新的內涵與思路,體現(xiàn)了鄉(xiāng)村旅游轉型發(fā)展的新趨勢。 (3)鄉(xiāng)村教育旅游資源主要是以鄉(xiāng)村旅游資源為基礎,并通過關于資源的教育功能的指標進行評價后所形成的。具體而言,根據(jù)不同年齡段游客特點,就鄉(xiāng)村旅游資源對于個體在德智體美不同側面的教育功能來提取指標,根據(jù)不同群體在德智體美不同指標上的權重并結合不同群體在市場的占有率,來初步對資源的教育功能進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)路徑主要側重于對產品的宏觀開發(fā),通過根據(jù)鄉(xiāng)村教育旅游資源特點、市場需求以及旅游體驗對產品進行分類。根據(jù)旅游資源特點,主要圍繞鄉(xiāng)村景觀、歷史古跡、農藝技術以及民俗表演等形式結合具體的教育功能來開展不同類型活動的開發(fā),在市場需求方面,主要分為針對青少年群體、都市家庭群體、中老年群等不同產品。在旅游體驗方面,主要提出鄉(xiāng)村教育旅游中觀賞型、社交型、模仿型、游戲型等幾類產品。 (5)在鄉(xiāng)村教育旅游產品具體開發(fā)中,主要從產品的設計理念、體驗路徑與教育導向等方面來展開,鄉(xiāng)村教育旅游產品理念主要將旅游需求與教育目標相結合提出“泛學”、“親景”及“主題性”等理念；在體驗方面,主要圍繞鄉(xiāng)村旅游情境的構建,并通過角色塑造、時間更替、空間錯位及元素融合等途徑來實現(xiàn)產品的體驗功能；在旅游產品教育導向上,則將教育活動目標、教育活動方式、教育途徑形式分別與產品功能定位、產品表現(xiàn)形式、產品體驗路徑相對應進行相互對應融合。此外,通過從突出產品的空間布局、路線設計及服務設施等配套體系的教育功能來服務于鄉(xiāng)村教育旅游產品開發(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 .

【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：F592;G40-05

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本文編號：1800308