国家公园环境教育理论研究与实践探索综述及展望
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摘要
国家公园建设已成为各国生态环境战略的一部分,国家公园不仅具备生态环境保护的基本功能,也发挥着环境教育的作用。中外关于国家公园环境教育的理论研究侧重点有差异:外文文献主要探究哪种国家公园环境教育形式能给游客带来最佳的体验和最好的教育效果,中文文献更多的是对概念的辨析,比较和借鉴国外的国家公园环境教育模式等。实践探索方面,国外的国家公园环境教育形式多样,以游客体验为中心,依据不同的群体特征开展针对性的环境教育;我国的环境教育实践形式单一、内容单薄、人员缺乏。未来我国的理论研究要更多地结合中国特色来构建国家公园环境教育体系,实践探索要结合互联网和人工智能等高科技来丰富环境教育的形式,加强民众的环境教育感知,提升环境保护意识。
The development of national park has become a part of ecological environment strategy,which not only has the basic function of ecological environment protection,but also plays the role in environmental education. The theoretical researches on environmental education in national parks were different at home and abroad. Foreign literature mainly explores the way of environment education bring the best experience and education effect to tourists. Most of Chinese literature focuses on the differentiation of concepts,and introduces experience of environment education from foreign countries. In terms of practical exploration,the environment education in foreign national park focuses on the tourist experience which is diversified and specialized to different group characteristics while the environment education in domestic national park is single form,monotonous content and deficient professional workers. The domestic theoretical research in the future should be the construction of national park environment education system with Chinese characteristic,and the practical exploration should be combined with Internet and Artificial Intelligence to enrich the ways of environmental education and improve the environmental education perception and the awareness of environment protection.
The development of national park has become a part of ecological environment strategy,which not only has the basic function of ecological environment protection,but also plays the role in environmental education. The theoretical researches on environmental education in national parks were different at home and abroad. Foreign literature mainly explores the way of environment education bring the best experience and education effect to tourists. Most of Chinese literature focuses on the differentiation of concepts,and introduces experience of environment education from foreign countries. In terms of practical exploration,the environment education in foreign national park focuses on the tourist experience which is diversified and specialized to different group characteristics while the environment education in domestic national park is single form,monotonous content and deficient professional workers. The domestic theoretical research in the future should be the construction of national park environment education system with Chinese characteristic,and the practical exploration should be combined with Internet and Artificial Intelligence to enrich the ways of environmental education and improve the environmental education perception and the awareness of environment protection.
引文
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[22] 王辉,张佳琛,刘小宇,等.美国国家公园的解说与教育服务研究——以西奥多罗斯福国家公园为例[J].旅游学刊,2016 (5):119-126.
[23] 汪朝辉.关于我国森林公园生态环境教育及其保护的对策思考——以张家界国家森林公园为例[J].生态经济(学术版),2009 (2):382-388.
[24] 张宏,黄震方,方叶林,等.湿地自然保护区旅游者环境教育感知研究——以盐城丹顶鹤麋鹿国家自然保护区为例[J].生态学报,2015 (23):7899-7911.
[25] 李伟,崔丽娟,董雪,等.湿地自然保护区环境教育研究进展[J].林业调查规划,2014 (5):56-60.
[26] 张昶.西安生态文化建设规划[D].北京:中国林业科学研究院.2012.
[27] 李军.中日专家共同研讨——环境教育基地怎么建[N].中国环境报:2013-1-21(4).
[28] 徐高福,潘兰贵,李丽红,等.论森林公园生态文化建设—以千岛湖国家森林公园为例[J].中国林业经济,2007 (5):5-8.
[29] 卢山,毛玉明,章晶晶,等.森林公园生态文化体系建设研究—以钱江源国家森林公园为例[J].浙江林业科技,2010,30(3):83-86.
[30] 何彩周,梁建立.浅析纳板河流域国家级自然保护区的环境教育[J].环境教育,2012(2):62-64.
[31] 陈静.基于自然保护区的生态旅游环境教育研究—以北京松山自然保护区为例[J].北京:北京林业大学,2008.
[32] 孙睿霖.森林公园环境教育体系规划设计研究—以福州旗山国家森林公园为例[J].北京:中国林业科学研究院,2013.
[33] 杨艳梅.湿地公园环境教育体系规划设计研究—以湖北郧阳湖国家湿地公园为例[J].北京:中国林业科学研究院,2016.
[34] 陈静杰,王莉莉,郑逸凡,等.国家公园理念下自然保护区环境教育模式创新研究——以福建省龙栖山国家自然保护区为例[J].福建论坛(人文社会科学版),2017 (12):196-201.
[2] JOHN J,PIGRAM,JOHM J;高峻译.户外游憩管理[M].重庆:重庆大学出版社,2011.
[3] I H L,CHANGSHAN W.Examing the Economic Impact of Park Facilities on Neighboring Residential Property Values [J].Applied Geography,2013 (45):322-331.
[4] ANDERSEN M S,MILLER M L.On board marine environmental education:Whale watching in the San Juan Islands,Washington [J].Tourism in Marine Environments,2005,2 (2):111-118.
[5] MARION J L,REID S E.Minimising visitor impacts to protected areas:the efficacy of low impact education programs [J].Journal of Sustainable Tourism,2007,15 (1):5-27.
[6] CARDENAS T N,ENRIQUEZ A R,RODRIGUEZ D N.Community-based management through ecotourism in Bahiade Los Angeles,Mexico [J].Fisheries Research,2007,84:114-118.
[7] ZANOTTI L,CHERNELA J.Conflicting cultures of nature:ecotourism,education and the Kayapo of the Brazilian Amazon.[J].Tourism Geographies,2010,10 (4):495-521.
[8] AEDOIN N M,DIGIANO M,BUNDY J,et al.Using digital photography and journaling in evaluation of field-based environmental education programs [J].Studies in Educational Evaluation,2014,41:68-76.
[9] ZORRILLA P J,ROSSI S.Integrating environmental education in marine protected areas management in Colombia [J].Ocean and Coastal Management,2014,93:67-75.
[10] ORAMS M B.Using interpretation to manage nature-based tourism [J].Journal of Sustainable Tourism,1995,4 (2):81-94.
[11] CHIU Y T H,LEE W I,CHEN T H.Environmentally responsible behavior in ecotourism:Antecedents and implications [J].Tourism Management,2014,40:321-329.
[12] PORTER A L,HOWARD J L.Warning visitors about the potential dangers of dingoes on Fraser Island,Australia [J].Journal of Interpretation Research,2002,7 (2):51-63.
[13] SARKER S K,BHATTACHARYA A K.Conservation of biodiversity of the coastal resources of Sundarbans,Northeast India:an integrated approach through environmental education [J].Marine Pollution Bulletin,2003,47(1-6):260-264.
[14] BALLANTYNE R,PACKER J.Using tourism free-choice learning experiences to promote environmentally sustainable behavior:the role of post-visit ‘action resources′ [J].Environmental Education Research,2011,47(2):201-215.
[15] HANLEY N,READY R,COLOMBO S,et al.The impacts of knowledge of the past on preferences for future landscape change [J].Journal of Environmental Management,2009,90(3):1404-1412.
[16] SIRIVONGS K,TSUCHIYA T.Relationship between local residents′ perceptions,attitudes and participation towards national protected areas:a case study of Phou Khao Khouay National Protected Area,Central Lao PDR [J].Forest Policy and Economics,2012,21:92-100.
[17] JAMAL T,STRONZA A.Collaboration theory and tourism practice in protected areas:stakeholders,structuring and sustainability[J].Journal of Sustainable Tourism,2009,17(2):169-189.
[18] 是丽娜,王国聘.我国生态旅游环境教育理论研究述评[J].学术交流,2011(12):131-134.
[19] 李嘉.环境教育与生态旅游关联性分析研究[J].成都中医药大学学报(教育科学版),2011(4):50-52.
[20] 李文明,钟永德.国外生态旅游环境教育研究综述[J].游学刊,2009 (11):90-94.
[21] 曹琰旎.美国约书亚树国家公园环境教育介绍[J].地理教学,2014 (18):49-51.
[22] 王辉,张佳琛,刘小宇,等.美国国家公园的解说与教育服务研究——以西奥多罗斯福国家公园为例[J].旅游学刊,2016 (5):119-126.
[23] 汪朝辉.关于我国森林公园生态环境教育及其保护的对策思考——以张家界国家森林公园为例[J].生态经济(学术版),2009 (2):382-388.
[24] 张宏,黄震方,方叶林,等.湿地自然保护区旅游者环境教育感知研究——以盐城丹顶鹤麋鹿国家自然保护区为例[J].生态学报,2015 (23):7899-7911.
[25] 李伟,崔丽娟,董雪,等.湿地自然保护区环境教育研究进展[J].林业调查规划,2014 (5):56-60.
[26] 张昶.西安生态文化建设规划[D].北京:中国林业科学研究院.2012.
[27] 李军.中日专家共同研讨——环境教育基地怎么建[N].中国环境报:2013-1-21(4).
[28] 徐高福,潘兰贵,李丽红,等.论森林公园生态文化建设—以千岛湖国家森林公园为例[J].中国林业经济,2007 (5):5-8.
[29] 卢山,毛玉明,章晶晶,等.森林公园生态文化体系建设研究—以钱江源国家森林公园为例[J].浙江林业科技,2010,30(3):83-86.
[30] 何彩周,梁建立.浅析纳板河流域国家级自然保护区的环境教育[J].环境教育,2012(2):62-64.
[31] 陈静.基于自然保护区的生态旅游环境教育研究—以北京松山自然保护区为例[J].北京:北京林业大学,2008.
[32] 孙睿霖.森林公园环境教育体系规划设计研究—以福州旗山国家森林公园为例[J].北京:中国林业科学研究院,2013.
[33] 杨艳梅.湿地公园环境教育体系规划设计研究—以湖北郧阳湖国家湿地公园为例[J].北京:中国林业科学研究院,2016.
[34] 陈静杰,王莉莉,郑逸凡,等.国家公园理念下自然保护区环境教育模式创新研究——以福建省龙栖山国家自然保护区为例[J].福建论坛(人文社会科学版),2017 (12):196-201.
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