文旅案例 | 文旅+研學：從知識傳遞到生命體驗的教育旅行新范式、從“單次活動”到“成長系統(tǒng)”

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隨著“雙減”政策落地和素質教育深化，中國研學市場正以每年超過30%的增速快速擴張。據(jù)《中國研學旅行發(fā)展報告》顯示，2025年國內(nèi)研學市場規(guī)模已突破2000億元，參與學生人次超過8000萬。但量級增長背后，市場正經(jīng)歷深刻的結構性變化：需求端從“學校組織”向“家庭決策”遷移。過去研學以學校集體出行為主，如今超過45%的研學產(chǎn)品由家庭自主選擇和購買。家長不再滿足于“到此一游”式的春秋游變體，而是期待真正能拓展視野、提升能力的深度學習體驗。內(nèi)容端從“景點串聯(lián)”向“主題深耕”轉型。市場正在淘汰那些簡單組合幾個景點、配上講解員的“偽研學”，呼喚具有完整課程設計、明確教育目標和專業(yè)導師團隊的深度產(chǎn)品。北京故宮的“小小文物修復師”項目，將簡單的宮殿參觀升級為三天的文物修復體驗課程，價格是普通講解的5倍，卻需要提前三個月預約。評價端從“安全返程”向“能力提升”進化。家長和學校開始用更專業(yè)的眼光評估研學效果：是否建立了跨學科思維？是否激發(fā)了內(nèi)在學習動機？是否提升了實踐能力？上海某國際學校將研學納入學分體系，要求學生提交研究論文或實踐作品，倒逼研學機構提升教育含金量。

一、核心理念重構：研學旅行的三個升維從“游中學”到“境中育”：傳統(tǒng)“游學”強調在旅行中學習知識，而現(xiàn)代研學應升級為“在情境中培育完整人格”。芬蘭“森林學校”模式提供了啟示：孩子們在自然中不是簡單地認識植物，而是通過搭建庇護所學習物理與協(xié)作，通過追蹤動物學習生態(tài)與耐心，通過野外烹飪學習化學與自給自足。環(huán)境成為全方位的教育媒介。實現(xiàn)路徑：每個研學項目都應設計“三維目標”——知識維度（了解什么）、能力維度（掌握什么）、品格維度（成為什么）。敦煌研究院與教育機構合作的“絲綢之路守護者”項目，不僅教授壁畫知識，更通過模擬考古、材料實驗、修復實踐，培養(yǎng)學生科學精神與文化責任感，知識傳授與品格塑造同步完成。從“標準化”到“個性化”：研學產(chǎn)品需要從“一刀切”走向“因材施教”。美國“國家地理青少年探險家”項目提供模板：行前進行興趣評估和能力診斷，將參與者分為“自然觀察者”“文化探索者”“科學實驗者”等類型，在相同目的地設計差異化的任務卡和探究路徑，讓每個孩子都能在自己擅長的領域獲得成就感。技術賦能：AI驅動的個性化學習系統(tǒng)正在改變研學形態(tài)。成都大熊貓基地開發(fā)的“熊貓科學家”項目中，學生佩戴智能手環(huán)記錄觀察行為，系統(tǒng)實時推薦個性化的探究問題，并生成專屬的學習檔案，實現(xiàn)“千人千面”的研學體驗。從“單次活動”到“成長系統(tǒng)”：優(yōu)質研學不應是孤立事件，而應成為持續(xù)的教育過程。日本修學旅行體系值得借鑒：小學階段側重自然體驗，初中階段融入職業(yè)啟蒙，高中階段進行社會課題研究，形成螺旋上升的能力培養(yǎng)路徑。京都的“傳統(tǒng)產(chǎn)業(yè)傳承”項目，讓學生從小學參觀作坊，到初中體驗工藝，再到高中研究產(chǎn)業(yè)創(chuàng)新，完成對傳統(tǒng)文化的深度理解與創(chuàng)造性轉化。

With the implementation of the "double reduction" policy and the deepening of quality-oriented education, the Chinese study tour market is expanding rapidly at a rate of over 30% annually. According to the "China Study Tour Development Report", the domestic study tour market has exceeded 200 billion yuan in 2023, with over 80 million students participating. However, behind the quantitative growth, the market is undergoing profound structural changes: the demand side has shifted from "school organization" to "family decision-making". In the past, study tours were mainly organized by schools, while now over 45% of study tour products are independently chosen and purchased by families. Parents are no longer satisfied with the "tourism for a visit" variant of spring and autumn trips, but expect a deep learning experience that can truly expand horizons and enhance abilities. The content side has transformed from "scene connection" to "theme deepening". The market is eliminating those "pseudo study tours" that simply combine a few scenic spots with a guide, and calling for deep products with complete course design, clear educational goals, and professional mentor teams. The "Little Museum Curators" project at the Forbidden City in Beijing upgrades the simple palace visit to a three-day experience course in museum restoration, with a price five times that of ordinary explanations, and requires reservation three months in advance. The evaluation side has evolved from "safe return" to "ability improvement". Parents and schools are beginning to evaluate the effectiveness of study tours with a more professional perspective: whether it has established interdisciplinary thinking? Whether it has stimulated intrinsic learning motivation? Whether it has improved practical abilities? An international school in Shanghai has incorporated study tours into the credit system, requiring students to submit research papers or practical works, forcing study tour institutions to enhance their educational value.

1. Core Concept Reconstruction: Three Dimensions of Study Tours，F(xiàn)rom "Learning through Travel" to "Cultivating in the Environment": Traditional "study tours" emphasized learning knowledge during travel, while modern study tours should be upgraded to "cultivating a complete personality in the context". The Finnish "Forest School" model provides an example: Children do not simply recognize plants in nature, but learn physics and collaboration by building shelters, learn ecology and patience by tracking animals, and learn chemistry and self-sufficiency by cooking outdoors. The environment becomes a comprehensive educational medium. Implementation path: Each study tour project should design "three-dimensional goals" - knowledge dimension (what to know), ability dimension (what to master), and character dimension (what to become). The "Silk Road Guardians" project jointly developed by the Dunhuang Academy and educational institutions not only teaches mural knowledge, but also through simulated archaeology, material experiments, and restoration practices, cultivates students' scientific spirit and cultural responsibility, completing knowledge transmission and character shaping simultaneously. From "Standardization" to "Personalization": Study tour products need to shift from "one-size-fits-all" to "tailored teaching". The "National Geographic Youth Explorer" project in the United States provides a template: Before the trip, conduct interest assessment and ability diagnosis, divide participants into "natural observers", "cultural explorers", "scientific experimenters", etc., design differentiated task cards and exploration paths for the same destination, so that each child can gain a sense of achievement in their area of expertise. Technology empowerment: AI-driven personalized learning systems are changing the form of study tours. The "Panda Scientists" project developed by the Chengdu Giant Panda Base, where students wear smart wristbands to record observation behaviors, the system recommends personalized exploration questions in real time, and generates exclusive learning archives, achieving "one person, one face" of study tour experiences. From "Single Activity" to "Growth System": High-quality study tours should not be isolated events, but should become a continuous educational process. The Japanese study tour system is worth learning from: primary school stage focuses on natural experiences, middle school stage integrates career enlightenment, high school stage conducts social project research, forming a spiral ascending path of ability cultivation. The "Traditional Industry Inheritance" project in Kyoto, allows students to visit workshops from primary school, experience crafts from junior high school, and study industrial innovation from high school, completing a deep understanding and creative transformation of traditional culture.

二、產(chǎn)品業(yè)態(tài)創(chuàng)新：構建金字塔型研學產(chǎn)品矩陣基礎層：主題日間營（輕量化入口產(chǎn)品），針對低齡段和首次體驗者，開發(fā)單日或周末研學產(chǎn)品：城市探索系列：將城市轉化為立體教科書。上海“城市密碼”項目帶領中學生用數(shù)學方法優(yōu)化地鐵線路、用化學知識檢測蘇州河水質、用社會學方法調研老街坊，實現(xiàn)跨學科PBL（項目式學習）。博物館活化系列：讓文物“開口說話”。陜西歷史博物館的“唐潮人”工作坊，學生通過復原唐代妝容學習歷史與美學，通過模擬絲路貿(mào)易學習經(jīng)濟與地理，最后創(chuàng)作自己的“文物表情包”在社交媒體傳播。自然觀測站：在城市綠地中開展深度自然教育。杭州西溪濕地的“濕地科學家”日間營，配備專業(yè)觀測設備，孩子可以記錄鳥類行為、檢測水質變化、制作生態(tài)地圖，將公園變?yōu)閼敉鈱嶒炇摇?strong>核心層：深度研學營（標志性核心產(chǎn)品），5-7天的住營項目，形成品牌影響力：文化遺產(chǎn)守護者計劃：福建土樓“守護者計劃”中，學生不僅學習建筑知識，更參與真實的土樓修繕——測量裂縫、研究傳統(tǒng)材料、設計加固方案，最終成果被當?shù)匚谋２块T采納。項目獲得聯(lián)合國教科文組織亞太遺產(chǎn)保護獎。科研實踐項目：與科研機構合作開發(fā)真實課題。中科院西雙版納熱帶植物園的“雨林科考營”，學生在研究員指導下完成小課題：有的研究螞蟻的社會結構，有的分析熱帶植物的生存策略，成果可參加青少年科技創(chuàng)新大賽。社會創(chuàng)新挑戰(zhàn)：直面真實社會問題。深圳“城中村改造創(chuàng)想家”項目，中學生團隊調研城中村現(xiàn)狀，訪談居民與管理者，最后提出空間優(yōu)化方案并制作模型，最佳方案被街道辦采納并獲得實施資金。頂級層：定制化研究項目（高附加值產(chǎn)品），為有特殊需求的學生或學校提供定制服務：名校實驗室準入項目：與國內(nèi)外頂尖高校合作，開放實驗室資源。清華大學的“未來城市實驗室”向高中生開放，在教授指導下進行智能交通、綠色建筑等課題研究，優(yōu)秀論文可在學術平臺發(fā)表。國際議題研究計劃：圍繞全球性議題開展跨國研學。氣候變化的“北極科考青少年計劃”，中國學生與挪威學生共同研究冰川消退，數(shù)據(jù)提交給北極監(jiān)測機構，研究成果在聯(lián)合國氣候變化青年論壇展示。傳承人培養(yǎng)項目：針對非遺傳承的長期計劃。蘇州刺繡研究院的“新傳人計劃”，選拔有天賦的學生進行三年系統(tǒng)培養(yǎng)，從基礎針法到創(chuàng)作設計，最終作品在非遺博覽會展出，優(yōu)秀者成為簽約傳承人。三、運營體系構建：教育效果驅動的四維模型課程研發(fā)專業(yè)化：研學課程需要達到正規(guī)教育標準。臺灣“鄉(xiāng)土教育研學”體系建立了嚴格的課程開發(fā)流程：學科專家確定核心概念→教育專家設計學習目標→在地文化工作者提供內(nèi)容→課程設計師制作活動方案→試點學校進行教學驗證。每套課程都配備教師手冊、學生手冊和評估工具。關鍵創(chuàng)新：開發(fā)“研學護照”系統(tǒng)，記錄學生參與的各項能力挑戰(zhàn)和成果認證，形成可視化的成長軌跡，部分認證可與學校綜合素質評價體系對接。導師隊伍復合化：研學導師需要“教育者+文化講解員+安全管理員”的三重能力。英國Field Studies Council建立了完整的導師認證體系：基礎級（安全與引導）、專業(yè)級（學科知識與教學）、專家級（課程開發(fā)與研究）。所有導師必須定期參加培訓和評估。中國本土實踐方面，成都“天府文化研學聯(lián)盟”開創(chuàng)了“雙導師制”：學校教師負責教育目標與紀律管理，在地專家（手工藝人、非遺傳承人、科研人員）負責專業(yè)內(nèi)容，兩者協(xié)同確保教育質量。安全管理系統(tǒng)化：安全是研學底線，需要超越傳統(tǒng)旅游的安全管理。日本修學旅行的“三層防護體系”值得借鑒：第一層是行前的全面風險評估和應急預案；第二層是行程中的GPS實時定位和健康監(jiān)測；第三層是專業(yè)的隨隊醫(yī)療人員和就近醫(yī)院聯(lián)動機制。技術創(chuàng)新提供新可能：上海某研學機構開發(fā)的“智能安全云平臺”，通過智能手環(huán)監(jiān)測學生心率體溫、通過電子圍欄設置活動邊界、通過AI攝像頭識別危險行為，實現(xiàn)全天候風險預警。效果評估科學化：建立可量化的評估體系是行業(yè)成熟的關鍵。美國Project Zero研發(fā)的“研學思維可視化工具包”，通過前后測問卷、觀察記錄表、作品評價量規(guī)、反思日記分析等工具，多維度評估學生的思維習慣、知識建構和品格發(fā)展。更前沿的探索包括：哈佛大學教育研究生院與研學機構合作，通過眼動儀、皮膚電反應等生理指標，結合學習成果分析，研究不同研學設計對學習投入度的影響，形成循證改進的閉環(huán)。

II. Product Format Innovation: Constructing a Pyramid-like Research and Learning Product Matrix

Foundation Layer: Daytime Camps with Themes (Lightweight Entry Products), targeting younger age groups and first-time participants, developing single-day or weekend research and learning products: Urban Exploration Series: Transforming the city into a three-dimensional textbook. The "City Code" project in Shanghai leads middle school students to optimize subway lines using mathematical methods, test water quality of the Suzhou River using chemical knowledge, and conduct research on old neighborhoods using sociological methods, achieving interdisciplinary PBL (Project-Based Learning). Museum Revitalization Series: Letting cultural relics "speak". The "Tang Trend" workshop at the Shaanxi History Museum allows students to learn history and aesthetics by restoring Tang Dynasty makeup, learning economics and geography through simulated Silk Road trade, and finally creating their own "cultural relic emojis" to spread on social media. Natural Observation Station: Conducting in-depth natural education in urban green spaces. The "Wetland Scientist" daytime camp in Hangzhou Xixi Wetland, equipped with professional observation equipment, enables children to record bird behaviors, detect water quality changes, and create ecological maps, turning the park into an outdoor laboratory.

Core Layer: Deep Research Camps (Flagship Core Products), 5-7-day residential programs, forming brand influence: Heritage Guardian Program: In the "Guardians of Fujian Tulou" program, students not only learn architectural knowledge but also participate in real-scale tulou restoration - measuring cracks, researching traditional materials, designing reinforcement plans, and the final results are adopted by the local cultural heritage department. The project won the UNESCO Asia-Pacific Heritage Protection Award. Scientific Research Practice Project: Developing real research topics in collaboration with research institutions. The "Rainforest Expedition Camp" at the Xishuangbanna Tropical Botanical Garden of the Chinese Academy of Sciences allows students to complete small research projects under the guidance of researchers: some study the social structure of ants, some analyze the survival strategies of tropical plants, and the results can participate in the Youth Innovation Science and Technology Competition. Social Innovation Challenge: Facing real social issues. The "Urban Village Transformation Thinker" project in Shenzhen, where middle school student teams investigate the current situation of urban villages, interview residents and managers, and finally propose spatial optimization plans and create models, the best plan was adopted by the street office and received implementation funds.

Top Layer: Customized Research Projects (High Value-added Products), providing customized services for students with special needs or schools: Admission to Elite Laboratories Program: Cooperating with top universities around the world, opening laboratory resources. The "Future City Laboratory" at Tsinghua University is open to high school students, conducting research projects under the guidance of professors, with excellent papers able to be published on academic platforms. International Topic Research Plan: Conducting cross-border research on global issues. The "Arctic Expedition for Teenagers on Climate Change" program, where Chinese students and Norwegian students jointly study glacier retreat, submit data to the Arctic monitoring agency, and the research results are displayed at the United Nations Climate Change Youth Forum. Heritage Preserver Training Program: Long-term plan for inheriting intangible cultural heritage. The "New Preserver Program" at Suzhou Embroidery Research Institute selects talented students for three-year systematic training, from basic stitches to creation and design, and the final works are exhibited at the Intangible Cultural Heritage Expo, with outstanding ones becoming contracted preservers. The diversification of the mentor team: The study tour mentors need to possess the triple capabilities of "educator + cultural explainer + safety administrator". The British Field Studies Council has established a complete mentor certification system: basic level (safety and guidance), professional level (subject knowledge and teaching), and expert level (course development and research). All mentors must regularly participate in training and evaluations. In the local practice in China, the Chengdu "Tianfu Culture Study Tour Alliance" has pioneered the "dual mentor system": school teachers are responsible for educational goals and discipline management, while local experts (craftsmen, cultural heritage inheritors, researchers) are responsible for professional content. The two work together to ensure the quality of education. Safety management systematization: Safety is the bottom line of study tours, and it requires safety management beyond traditional tourism. The "three-layer protection system" of Japanese study tours is worth learning from: the first layer is comprehensive risk assessment and emergency plans before the trip; the second layer is real-time GPS positioning and health monitoring during the trip; the third layer is professional team medical personnel and linkage mechanism with nearby hospitals. Technological innovation provides new possibilities: A certain study tour institution in Shanghai has developed an "intelligent safety cloud platform", which monitors students' heart rate and body temperature through smart wristbands, sets activity boundaries through GPS electronic fences, and identifies dangerous behaviors through AI cameras to achieve real-time risk warnings around the clock.

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