研学旅行的英国实践及启示
|
摘要
2016年,教育部等11个部委联合下发《关于推进中小学生研学旅行的意见》,研学旅行正式成为我国校外教育的一种模式,并越来越受到教育实践和研究领域的重视和关注。研学旅行是一种在父母参与或老师指导下,由学校组织的有计划的以提高学生技能、拓展视野、丰富知识为目的的校外教育实践活动,在英国有着悠久的历史传统,其个性化的价值目标及实施路径对我国当下明确和细化研学旅行的目标任务及执行主体、拓展研学空间、丰富研学内容和倡导并落实研学旅行的全员参与等方面的尝试和探索具有重要的借鉴和参考意义。
In 2016, Ministry of Education and other 11 ministries of the state jointly issued "Opinions on Advancing Study Travel of Primary and Middle School Students", hence study trip has officially become a new pattern of off-campus education in China,and received more and more attention in the field of educational practice and research. Study trip is a kind of out-of-school educational practice which is organized by the school with the participation of parents or under the guidance of teachers. It aims to improve students' skills, broaden their horizon and enrich their knowledge. Study trip has a long history in the UK, and its individualized value goal and implementation path can offer many important references for our country to clarify the target task and execution subject, expand the space, enrich the content, and advocate the attempt and exploration of all members' participation.
In 2016, Ministry of Education and other 11 ministries of the state jointly issued "Opinions on Advancing Study Travel of Primary and Middle School Students", hence study trip has officially become a new pattern of off-campus education in China,and received more and more attention in the field of educational practice and research. Study trip is a kind of out-of-school educational practice which is organized by the school with the participation of parents or under the guidance of teachers. It aims to improve students' skills, broaden their horizon and enrich their knowledge. Study trip has a long history in the UK, and its individualized value goal and implementation path can offer many important references for our country to clarify the target task and execution subject, expand the space, enrich the content, and advocate the attempt and exploration of all members' participation.
引文
[1]中华人民共和国政府.国务院办公厅关于印发国民旅游休闲纲要(2013—2020年)的通知(国办发[2013]10号)[EB/OL].(2013-02-18)[2019-03-07].http://www.gov.cn/zwgk/2013-02/18/content_2333544.htm
[2]Ritchie B W.Managing Educational Tourism[M].London:Channel View Publications,2003:11-13.
[3]Cara M.D,Nicole M.J.Out of the Classroom and Into the City:The Use of Field Trips as an Experiential Learning Tool in Teacher Education[J].Creative Commons Attribution,2016:1-13.
[4]孙云晓.为什么研学旅行会特别受欢迎[J].今日教育,2017,(5):10-11.
[5]Sara Warneke.Images of the Educational Traveler in Early Modern England[M].Leiden:E.J.BRILL,1994:60.
[6]付有强.英格兰教育旅行传统探析[J].贵州文史丛刊,2013,(4):115-120.
[7]李碧静.英国研学旅行:从贵族化走向大众化[J].今日教育,2017,(5):22-23.
[8]Department for Education & Skills.Learning Outside the Classroom Manifesto[R].Nottingham:Department for Education and Skills Publications,2006:8-20.
[9]Chris T,Sally P.Out-of-school Learning:the Uneven Distribution of School Provision and Local Authority Support[J].British Educational Research Journal,2010,36(6):1017-1036.
[10]刘洋.中英教育的差异浅析[J].中国科教创新导刊,2012,(13):17.
[11]宋超,孟俊岐.发达国家环境教育体验式教学特点探析[J].环境教育,2016,(4):36-39.
[12]万瑾,陈勇.发达国家森林教育的发展及其教育启示[J].外国中小学教育,2013,(8):35-38.
[13]饶传坤.英国国民信托在环境保护中的作用及其对我国的借鉴意义[J].浙江大学学报(人文社会科学版),2006,(6):81-89.
[14]白宏太,田征,朱文潇.到广阔的世界中去学习——教育部中小学“研学旅行”试点工作调查[J].人民教育,2014,(2):34-39.
[15]江泓.社会大课堂:行走在学校和社会共同育人的路上[J].北京教育(普教版),2013,(10):6-9.
①出自英国研学旅行机构“英国户外教育与体验学习”(Outdoor Education and Experiential Learning in the U.K)1999年发布署名作者为Paul Beedie的指导意见(Opinion Papers)《城市户外教育环境》(Outdoor Education in an Urban Environment),页码为31-37。
②出自英国研学旅行机构“英国户外教育与体验学习”(Outdoor Education and Experiential Learning in the U.K)1999年发布署名作者为Mc Cormack,Fiona的指导意见(Opinion Papers )《年轻人的公海冒险环境》(The High Seas Adventure Context for Young People),页码为67-74.
③出自英国研学旅行机构“英国户外教育与体验学习”(Outdoor Education and Experiential Learning in the U.K)1999年发布署名作者为Price H的指导意见(Opinion Papers )《为小学生提供环境体验教育》(Experiential Environmental Education for Primary Aged Children),页码为24-30.
[2]Ritchie B W.Managing Educational Tourism[M].London:Channel View Publications,2003:11-13.
[3]Cara M.D,Nicole M.J.Out of the Classroom and Into the City:The Use of Field Trips as an Experiential Learning Tool in Teacher Education[J].Creative Commons Attribution,2016:1-13.
[4]孙云晓.为什么研学旅行会特别受欢迎[J].今日教育,2017,(5):10-11.
[5]Sara Warneke.Images of the Educational Traveler in Early Modern England[M].Leiden:E.J.BRILL,1994:60.
[6]付有强.英格兰教育旅行传统探析[J].贵州文史丛刊,2013,(4):115-120.
[7]李碧静.英国研学旅行:从贵族化走向大众化[J].今日教育,2017,(5):22-23.
[8]Department for Education & Skills.Learning Outside the Classroom Manifesto[R].Nottingham:Department for Education and Skills Publications,2006:8-20.
[9]Chris T,Sally P.Out-of-school Learning:the Uneven Distribution of School Provision and Local Authority Support[J].British Educational Research Journal,2010,36(6):1017-1036.
[10]刘洋.中英教育的差异浅析[J].中国科教创新导刊,2012,(13):17.
[11]宋超,孟俊岐.发达国家环境教育体验式教学特点探析[J].环境教育,2016,(4):36-39.
[12]万瑾,陈勇.发达国家森林教育的发展及其教育启示[J].外国中小学教育,2013,(8):35-38.
[13]饶传坤.英国国民信托在环境保护中的作用及其对我国的借鉴意义[J].浙江大学学报(人文社会科学版),2006,(6):81-89.
[14]白宏太,田征,朱文潇.到广阔的世界中去学习——教育部中小学“研学旅行”试点工作调查[J].人民教育,2014,(2):34-39.
[15]江泓.社会大课堂:行走在学校和社会共同育人的路上[J].北京教育(普教版),2013,(10):6-9.
①出自英国研学旅行机构“英国户外教育与体验学习”(Outdoor Education and Experiential Learning in the U.K)1999年发布署名作者为Paul Beedie的指导意见(Opinion Papers)《城市户外教育环境》(Outdoor Education in an Urban Environment),页码为31-37。
②出自英国研学旅行机构“英国户外教育与体验学习”(Outdoor Education and Experiential Learning in the U.K)1999年发布署名作者为Mc Cormack,Fiona的指导意见(Opinion Papers )《年轻人的公海冒险环境》(The High Seas Adventure Context for Young People),页码为67-74.
③出自英国研学旅行机构“英国户外教育与体验学习”(Outdoor Education and Experiential Learning in the U.K)1999年发布署名作者为Price H的指导意见(Opinion Papers )《为小学生提供环境体验教育》(Experiential Environmental Education for Primary Aged Children),页码为24-30.