新西兰生态旅游地环境教育效果评价——来自中国游客的调查数据
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摘要
环境教育是生态旅游的重要功能。以新西兰北岛的罗托鲁阿的蒂普亚生态旅游景区和新西兰南岛的生态旅游地皇后镇为调研地点,以当地的中国游客为调研对象,采用问卷调查法、因子分析法建立了新西兰生态旅游地环境教育效果评价指标体系,构建了评价指标综合的线性加权函数模型,使用重要性-绩效分析(IPA)等方法对评价指标进行了分析,并提出了提升新西兰生态旅游地环境教育效果的对策与建议。研究表明:(1)新西兰生态旅游地中国游客环境教育综合评价效果位于"很好"等级;(2)新西兰生态旅游地中国游客环境教育效果的5个要素层评价得分呈现出态度效果→行为效果→意识效果→知识效果→技能效果依次递减的特征,其中知识效果和能力效果评价结果为"一般"等级,行为效果、态度效果和意识效果评价结果为"很好"等级;(3)态度效果、意识效果因子是提升新西兰生态旅游地中国游客环境教育效果的先决条件,未来需要继续保持;而行为效果因子是关键因素,未来需要进一步加强和重视;技能效果与知识效果因子可以适当放缓。建议从完善环境教育设施、丰富环境教育内容和环境教育项目类型等方面采取措施提升新西兰生态旅游地中国游客环境教育效果。
This paper selected the Chinese tourists to the Tipu eco-tourism scenic spots in Rotorua and Queenstown,an eco-tourism site respectively in the North Island and in the South Island of New Zealand,using the questionnaire survey,factor analysis,toestablishe the evaluation index system of environmental education effect in New Zealand.It also constructed the linear weighting function model of the comprehensive evaluation,analyzed the evaluation index by means of importance performance analysis(IPA),and thus,provided suggestions to enhance the effects of environmental education.The results showed that:(1)the comprehensive effects of the environmental education stood at the "good" level;(2)the scores of the five factors turned out to be in a degrading trend:the attitude→behavior→consciousness→knowledge→skill,of which the knowledge and skill effects stayed at the "ordinary" level,with the other three factors at"very good"level;(3)the attitude effect and consciousness effect of perception were the prerequisites to enhance the effect of eco-environmental education.This suggested that the future development can focus on thses factors with the behavioral effects of perception factor as a key factor,and skills perceived effect and knowledge factor appropriately to slow down.It also suggested that strengthening and diversifying the facilities and types of environmental education projects will enhance the eco-environmental education.
This paper selected the Chinese tourists to the Tipu eco-tourism scenic spots in Rotorua and Queenstown,an eco-tourism site respectively in the North Island and in the South Island of New Zealand,using the questionnaire survey,factor analysis,toestablishe the evaluation index system of environmental education effect in New Zealand.It also constructed the linear weighting function model of the comprehensive evaluation,analyzed the evaluation index by means of importance performance analysis(IPA),and thus,provided suggestions to enhance the effects of environmental education.The results showed that:(1)the comprehensive effects of the environmental education stood at the "good" level;(2)the scores of the five factors turned out to be in a degrading trend:the attitude→behavior→consciousness→knowledge→skill,of which the knowledge and skill effects stayed at the "ordinary" level,with the other three factors at"very good"level;(3)the attitude effect and consciousness effect of perception were the prerequisites to enhance the effect of eco-environmental education.This suggested that the future development can focus on thses factors with the behavioral effects of perception factor as a key factor,and skills perceived effect and knowledge factor appropriately to slow down.It also suggested that strengthening and diversifying the facilities and types of environmental education projects will enhance the eco-environmental education.
引文
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[2]李文明,符全胜.我国生态旅游规划中环境教育内容的缺失与补正[J].旅游学刊,2009,23(7):9-10.
[3]杨阿莉.游客KAP认知视角的生态旅游景区环境解说评价研究[J].兰州学刊,2016(1):194-200.
[4]张建萍,梁莺莺,朱亮.百花山自然保护区环境解说系统问题分析及对策[J].北京交通大学学报:社会科学版,2008,7(4):108-112.
[5]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经[J].地理科学进展,2016,35(6):691-701.
[6]Buckley R.生态旅游案例研究[M].杨桂华,张志勇,徐永红,译.天津:南开大学出版社,2004:231-234.
[7]罗芬,张安妮,曲佩宇,等.欧洲儿童森林环境教育模式研究[J].中南林业科技大学学报:社会科学版,2016,10(6):56-61.
[8]蔡君.对美国LNT(Leave No Trace)游客教育项目的探讨[J].旅游学刊,2003,18(6):93-94.
[9]文首文,吴章文.生态教育对游憩冲击的影响[J].生态学报,2009,29(2):768-775.
[10]李文明,钟永德.生态旅游环境教育效果评价指标体系构建初探[J].中南林业科技大学学报,2009,29(6):170-174.
[11]李文明.生态旅游环境教育效果评价实证研究[J].旅游学刊,2012,27(12):80-87.
[12]邓运员,何清华,刘沛林.基于游客感知的山岳型景区低碳环境教育评价--以南岳衡山为例[J].湖南社会科学,2014,(2):224-227.