公园作为学习场所——国家公园解说和环境教育发展探讨
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摘要
为游客提供教育机会在国家公园成立之初就是其核心任务之一。国家公园作为学习场所,通过提供实地体验,使公众了解这个星球的土地、自然和文化,并激励公众为公园保护建立责任意识。对美国国家公园解说和环境教育历程进行研究,分析并总结了国家公园不同发展时期解说和环境教育的经验,包括国家公园管理局发挥公园领导者的作用,建立专门的解说机构、制定政策、建立标准;联合其他机构、教育团体和社区等建立伙伴关系共同开发教育项目;各公园单元根据自身特点开发各具特色的解说设施和项目。最后提出中国国家公园应建立公园和公众教育的联结并带动其他具有重要生态和文化意义的景区,发展具有教育和激励意义的解说产品。
Providing visitors with educational opportunities has been one of the core tasks of national park when it was first established. National parks, as learning places, could provide experience of the real world, to let public know about this planet and the land, nature and culture, and inspire the public to establish a sense of responsibility for park protection. By studying the interpretation of U.S. national parks and the environmental education process, this paper analyzes and summarizes the interpretations and environmental education experience of national parks at different development stages, including that National Park Service plays the role of park leader, sets up specialized interpretation agencies, establishes policies and standards, cooperates with other agencies, educational groups and communities to establish partnership in developing educational programs. Each national park unit may develop unique interpretation facilities and programs according to their own characteristics. Finally, it points out that China's national parks should establish educational links with the public, and facilitate other scenic areas with ecological and cultural significance to develop educational and inspirational explanatory products.
Providing visitors with educational opportunities has been one of the core tasks of national park when it was first established. National parks, as learning places, could provide experience of the real world, to let public know about this planet and the land, nature and culture, and inspire the public to establish a sense of responsibility for park protection. By studying the interpretation of U.S. national parks and the environmental education process, this paper analyzes and summarizes the interpretations and environmental education experience of national parks at different development stages, including that National Park Service plays the role of park leader, sets up specialized interpretation agencies, establishes policies and standards, cooperates with other agencies, educational groups and communities to establish partnership in developing educational programs. Each national park unit may develop unique interpretation facilities and programs according to their own characteristics. Finally, it points out that China's national parks should establish educational links with the public, and facilitate other scenic areas with ecological and cultural significance to develop educational and inspirational explanatory products.
引文
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[2] BRYANT H C, ATWOOD W W. Research and Education intheNationalParks[M/OL].Washington,D.C.:U.S.Department of Interior, 1932[2018-12-20]. https://www.nps.gov/parkhistory/online_books/resedu/resedu1.htm.
[3]MACKINTOSHB.InterpretationintheNationalPark Service:A Historical perspective[M/OL]. Washington, D.C.:U.S. Department of Interior, 1986[2018-12-20]. https://www.nps.gov/parkhistory/online_books/mackintosh2/.
[4]HARRISONLS.Architectureintheparks:ANational Historic Landmark Theme Study[M/OL]. London:Forgotten Books[2018-12-20].https://www.nps.gov/parkhistory/online_books/harrison/harrison0.htm.
[5]孙燕.美国国家公园解说的兴起及启示[J].中国园林,2012,28(6):110-112.
[6]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,2016,31(5):119-126.
[7] MYERS G, PARK C I. Review of Environmental Education intheUSNationalParksServiceAccordingtoSocial Transition:A Case Study on Two Pacific Northwest National Parks[J].JournalofEnvironmentalScienceInternational,2013, 22(4):385-396.
[8] National Research Council, Environment and Resources Commission,EnvironmentandResourcesCommission onGeosciences.ScienceandtheNationalParks[M].Washington, D.C.:National Academies Press, 1992:3-8.
[9]NationalParkService.NationalParksforthe21st Century,theVailAgenda[M].NorthCharleston:Create Space Independent Publishing Platform, 2013:12-20.
[10] PITCAITHLEY D T. National Parks and the Interpretive Message Since 1990[C]//HARMON D. People, Place, and Parks:Proceedingsofthe2005GeorgeWrightSociety ConferenceonPark,ProtectedAreas,andCulturalSites.Hancock, Michigan:The George Wright Society, 2005.
[11] National Park Service. Findings and Recommendations:EducationInitiativeSymposium[C].Washington,D.C.:Department of the Interior, National Park Service, 1997.
[12]NationalParkSystemAdvisoryBoard.Rethinking theNationalParksforthe21st.Century[R/OL].(2001-07-01)[2018-12-20].Washington,D.C.:NationalGeographic Society. https://www.nps.gov/policy/report.htm.
[13] National Park Service. Management Policies 2006:The Guide to Managing the National Park System[R/OL].(2006-08-31)[2018-12-20].Washington,D.C.:Departmentofthe Interior, National Park Service. https://www.nps.gov/policy/mp/policies.html#_Toc157232864.
[14]刘世昕.美国国家公园:没有围墙的教室[J].环境保护,2010,(3):77-78.
[15]LINENTHALET.NationalParkServiceandCivic Engagement[J]. The Public Historian, 2006, 28(1):123-129.
[16]SELLARSRW.PreservingNatureintheNational Parks[M].NewHeaven&London:YaleUniversity,1997:
276-280.
[17]NationalParkService.InterpretiveDevelopment Program:ProfessionalStandardsforLearningand Performance[R/OL].(2009-11-30)[2018-12-20]. Washington,D.C.:Department of the Interior, National Park Service.2003.https://www.nps.gov/idp/interp/311/module.htm.[1 8]N a t i o n a lPa r kS e r v i c e.E m p l o y e eTr a i n i n g&DevelopmentStrategy[R/OL].(2002-10-16)[2018-12-20].Washington, D.C.:Department of the Interior, National Park Service.2001.https://www.nps.gov/training/strategy.htm#top.
[19]WASHBURNJ.LearningTogether:Asummaryof theNationalParkServiceInterpretationandEducation EvaluationSummit[J].TheGeorgeWriteForum,2007,24(1):91-98.
[20]弗罗斯特,霍尔.旅游与国家公园:发展、历史与演进的国际视野[M].王连勇,译.北京:商务印书馆,2014:145-158.
[21]赵敏燕,叶文,董锁成,等.中西生态旅游解说系统差异化研究进展及本土化路径[J].地理科学进展,2016,35(6):691-701.
[22]蔚东英.环境解说评估研究综述[J].旅游科学,2010,24(5):84-94.