城市绿地环境教育效果评价方法研究进展
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摘要
环境教育是城市绿地中促进人与自然和谐相处的重要管理手段,其效果评价是提高环境教育管理水平的有效方式,探索其研究使用方法,对理解城市绿地环境教育作用机制、得出更加可信的评价结论、提出更加可靠的措施改善依据有重要意义。通过文献研究法对近年来国内外城市绿地环境教育效果评价研究中使用的评价方法进行了梳理,将环境教育效果评价方法的发展历程分为3个阶段,并进行了对比分析。总结发现实际研究中的使用评价方法呈现出综合化、体系化的趋势,其所得结论的信度和效度相比过去也有了明显的提高。在此基础上,介绍了近年来出现的2种新的实用性方法技术体系:一种是通过建立评价指标体系对环境教育效果进行评价,另一种是通过引入结构方程探索环境教育中的各要素与整体环境教育效果的相关关系,以得出对城市公园环境教育效果的评价结论。利用这2种方法的研究都证明了目标清晰的环境教育措施对城市绿地中的受教育者会产生积极的影响。
Environmental education(EE) is an important means of urban green space management to promote harmonious coexistence between man and nature. The evaluation of its efficacy is an effective way to improve the management level of EE. Exploring the study and application is of positive significance to understand the urban green space EE mechanism, reach more credible evaluation findings, and put forward basis for more reliable measures. This paper sorts out the evaluation methods in the studies of EE efficacy of urban green space at home and abroad under the document research method. It separates the development process of EE efficacy evaluation methods into three stages, and makes a comparative analysis. It sums up and concludes that the evaluation methods in practical research have shown the trend of integration and systematization, and the evaluation conclusions have also been significantly improved in reliability and validity from the past. On this basis, this paper introduces two new practical methods that have emerged in recent years: one is to evaluate the efficacy of EE through the establishment of an evaluation index system; the other is to explore the relationship between the elements of environmental education and the overall efficacy of the EE through introducing the structural equation. The studies that apply the two methods have proved that environmental education measures with clear targets could indeed leave a positive impact on the educatees of the urban green space.
Environmental education(EE) is an important means of urban green space management to promote harmonious coexistence between man and nature. The evaluation of its efficacy is an effective way to improve the management level of EE. Exploring the study and application is of positive significance to understand the urban green space EE mechanism, reach more credible evaluation findings, and put forward basis for more reliable measures. This paper sorts out the evaluation methods in the studies of EE efficacy of urban green space at home and abroad under the document research method. It separates the development process of EE efficacy evaluation methods into three stages, and makes a comparative analysis. It sums up and concludes that the evaluation methods in practical research have shown the trend of integration and systematization, and the evaluation conclusions have also been significantly improved in reliability and validity from the past. On this basis, this paper introduces two new practical methods that have emerged in recent years: one is to evaluate the efficacy of EE through the establishment of an evaluation index system; the other is to explore the relationship between the elements of environmental education and the overall efficacy of the EE through introducing the structural equation. The studies that apply the two methods have proved that environmental education measures with clear targets could indeed leave a positive impact on the educatees of the urban green space.
引文
[1]MARION J L,REID S E.Minimising Visitor Impacts to Protected Areas:The Efficacy of Low Impact Education Programmes[J].Journal of Sustainable Tourism,2007,15(1):5-27.
[2]周儒.自然是最好的学校:台湾的环境教育实践[M].上海:上海科学技术出版社,2013:12-22.
[3]SAM H.H.Social Program Evaluation And Interpretation:A Literature Review[C]//GARY E.Machlis.Interpretive views:Opinions on evaluating interpretation in the National Park Service.Washington,DC:National Parks and Conservation Association,1986:9-38.
[4]SUREDA J,OLIVER M F,CASTELLS M.Indicators for the Evaluation of Environmental Education,Interpretation and information in Protected Areas[J].Applied Environmental Education&Communication,2004,3(3):171-181.
[5]张媛.美国金门国家休闲区的环境教育及其对风景园林行业的启示[J].中国园林,2012(1):122-12.
[6]RYAN C,HUGHES K,CHIRGWIN S.The Gaze,Spectacle and Ecotourism[J].Annals of Tourism Research,2000,27(1):148-163.
[7]RUSSELL C L,HODSON D.Whale Watching as Critical Science Education?[J].Canadian Journal of Math,Science&Technology Education,2002,2(4):485-504.
[8]MALLICK S A,DRIESSEN M M.Feeding of Wildlife:How Effective are The‘Keep Wildlife Wild’Signs in Tasmania's National Parks?[J].Ecological Management&Restoration,2003,4(3):199-204.
[9]C A R L E T O N-H U G,H U G J W.C h a l l e n g e s a n d Opportunities for Evaluating Environmental Education Programs[J].Evaluation and Program Planning,2010,33(2):159-164.
[10]ARDOIN N M,BIEDENWEG K,KATHLEEN O’CONNOR.Evaluation in Residential Environmental Education:An Applied Literature Review of Intermediary Outcomes[J].Applied Environmental Education&Communication,2015,14(1):43-56.
[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(12):80-87
[12]ORAMS M B.The Effectiveness of Environmental Education:Can We Turn Tourists Into‘Greenies’?[J].Progress in Tourism&Hospitality Research,2015,3(4):295-306.
[13]BALLANTYNE R,PACKER J,HUGHES K.Environmental Awareness,Interests and Motives of Botanic Gardens Visitors:Implications for Interpretive Practice[J].Tourism Management,2008,29(3):439-444.
[14]JACOBSON S K.Evaluation Model for Developing,Implementing,and Assessing Conservation Education Programs:Examples from Belize and Costa Rica[J].Environmental Management,1991,15(2):143-150.
[15]BUCKLEY R,LITTLEFAIR C.Minimal-Impact Education Can Reduce Actual Impacts of Park Visitors[J].Journal of Sustainable Tourism,2007,15(3):324-325.
[16]RUIZ-MALLEN,ISABEL,BARRAZA L,BODENHORNB,et al.Evaluating the Impact of an Environmental Education Programme:an Empirical Study in Mexico[J].Environmental Education Research,2009,15(3):371-387.
[17]MATIASEK J,LUEBKE J F.Mission,Messages,and Measures:Engaging Zoo Educators in Environmental Education Program Evaluation[J].Studies in Educational Evaluation,2014,41:77-84.
[18]ARDOIN N M,WHEATON M,BOWERS A W,et al.Naturebased Tourism’s Impact on Environmental Knowledge,Attitudes,and Behavior:a Review and Analysis of the Literature and Potential Future Research[J].Journal of Sustainable Tourism,2015,23(6):838-858.
[19]王婧,钟林生,陈田.国内外旅游解说研究进展[J].人文地理,2015(1):33-39.
[20]ROGGENBUCK J.The Field Experiment:A Suggested Method for Interpretive Evaluation[J].Journal of Interpretation,1979,4(1):9-11.
[21]MCGEHEE N G,SANTOS C A.Social Change,Discourse and Volunteer Tourism[J].Annals of Tourism Research,2005,32(3):760-779.
[22]HOUSE E.R.Scientific and Humanistic Evaluation[J].Evaluation Studies Review Annual,1982,7(1):15-25.
[23]KATHERINE N.Tubb.An Evaluation of the Effectiveness of Interpretation Within Dartmoor National Park in Reaching the Goals of Sustainable Tourism Development[J].Journal of Sustainable Tourism,2003,11(6):476-498.
[24]环境保护部宣传教育中心.国内外环境教育基地典型案例汇编[M].北京:中国环境出版社,2013:56-57.
[25]TSUNGHUNG L,FENHAUH J.The Influence of Recreation Experience and Environmental Attitude on the Environmentally Responsible Behavior of Community-based Tourists in Taiwan[J].Journal of Sustainable Tourism,2015,23(7):1-32.
[26]BARKER L,DAWSON C.Exploring the Relationship Between Outdoor Recreation Activities,Community Participation,and Environmental Attitudes[J].Education Week,2012(3):35-43.
[27]KIL N,HOLLAND S M,STEIN T V.Structural Relationships Between Environmental Attitudes,Recreation Motivations,and Environmental y Responsible Behaviors[J].Journal of Outdoor Recreation and Tourism,2014(7-8):16-25.
[28]何鳳月,賴文亮,廖少威.以結構方程模式探討濕地生態保育知識,態度,行為之影響[J].大仁學報,2012(40):59-74.
[29]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.
[30]黄常州,李如友,范玉翔.江苏沿海湿地生态旅游环境教育效果影响因素研究:以江苏盐城国家级珍禽自然保护区为例[J].中南林业科技大学学报(社会科学版),2015(5):70-77.
[31]POWELL R B,STERN M J,ARDOIN N.A Sustainable Evaluation Framework and Its Application[J].Applied Environmental Education&Communication,2006,5(4):231-241.
[32]ZORRILLA-PUJANA J,ROSSI S.Environmental Education Indicators System for Protected Areas Management[J].Ecological Indicators,2016,67:146-155.
[33]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.
[34]周彬,雷凤瑶,刘婷,等.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[J].宁波大学学报(教育科学版),2018,40(1):48-55.
[35]STERN M,POWELL R,ARDOIN N.What Difference Does It Make?Assessing Outcomes from Participation in a Residential Environmental Education Program[J].Journal of Environmental Education,2008,39(4):31-43.
[36]倪欢.知识型高管团队胜任力与绩效的实证研究[D].成都:西南交通大学,2016:34-35.
[37]程开明.结构方程模型的特点及应用[J].统计与决策,2006(10):22-25.
[38]LEE T H,JAN F H,HUANG G W.The influence of recreation Experiences on Environmentally Responsible Behavior:the Case of Liuqiu Island,Taiwan[J].Journal of Sustainable Tourism,2015,23(6):947-967.
[39]文首文,吴章文.生态教育对游憩冲击的影响[J].生态学报,2009(2):768-775.
(1)这10个观测变量分别是“x1来保护区度假游玩;x2观赏保护区自然生态美;x3对保护区保护对象感兴趣;x4了解保护区生态系统知识;x5通过保护区户外活动来锻炼身体;x6参与社区、学校或公司提供的生态教育活动;x7对保护区进行科学考察;x8学习湿地生态保护技能,参与湿地生态保护活动;x9对孩子进行生态环境教育;x10为了与家人或朋友度过有意义的一天”。
(2)文中图1~3均由作者参考相关文献总结绘制。
[2]周儒.自然是最好的学校:台湾的环境教育实践[M].上海:上海科学技术出版社,2013:12-22.
[3]SAM H.H.Social Program Evaluation And Interpretation:A Literature Review[C]//GARY E.Machlis.Interpretive views:Opinions on evaluating interpretation in the National Park Service.Washington,DC:National Parks and Conservation Association,1986:9-38.
[4]SUREDA J,OLIVER M F,CASTELLS M.Indicators for the Evaluation of Environmental Education,Interpretation and information in Protected Areas[J].Applied Environmental Education&Communication,2004,3(3):171-181.
[5]张媛.美国金门国家休闲区的环境教育及其对风景园林行业的启示[J].中国园林,2012(1):122-12.
[6]RYAN C,HUGHES K,CHIRGWIN S.The Gaze,Spectacle and Ecotourism[J].Annals of Tourism Research,2000,27(1):148-163.
[7]RUSSELL C L,HODSON D.Whale Watching as Critical Science Education?[J].Canadian Journal of Math,Science&Technology Education,2002,2(4):485-504.
[8]MALLICK S A,DRIESSEN M M.Feeding of Wildlife:How Effective are The‘Keep Wildlife Wild’Signs in Tasmania's National Parks?[J].Ecological Management&Restoration,2003,4(3):199-204.
[9]C A R L E T O N-H U G,H U G J W.C h a l l e n g e s a n d Opportunities for Evaluating Environmental Education Programs[J].Evaluation and Program Planning,2010,33(2):159-164.
[10]ARDOIN N M,BIEDENWEG K,KATHLEEN O’CONNOR.Evaluation in Residential Environmental Education:An Applied Literature Review of Intermediary Outcomes[J].Applied Environmental Education&Communication,2015,14(1):43-56.
[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(12):80-87
[12]ORAMS M B.The Effectiveness of Environmental Education:Can We Turn Tourists Into‘Greenies’?[J].Progress in Tourism&Hospitality Research,2015,3(4):295-306.
[13]BALLANTYNE R,PACKER J,HUGHES K.Environmental Awareness,Interests and Motives of Botanic Gardens Visitors:Implications for Interpretive Practice[J].Tourism Management,2008,29(3):439-444.
[14]JACOBSON S K.Evaluation Model for Developing,Implementing,and Assessing Conservation Education Programs:Examples from Belize and Costa Rica[J].Environmental Management,1991,15(2):143-150.
[15]BUCKLEY R,LITTLEFAIR C.Minimal-Impact Education Can Reduce Actual Impacts of Park Visitors[J].Journal of Sustainable Tourism,2007,15(3):324-325.
[16]RUIZ-MALLEN,ISABEL,BARRAZA L,BODENHORNB,et al.Evaluating the Impact of an Environmental Education Programme:an Empirical Study in Mexico[J].Environmental Education Research,2009,15(3):371-387.
[17]MATIASEK J,LUEBKE J F.Mission,Messages,and Measures:Engaging Zoo Educators in Environmental Education Program Evaluation[J].Studies in Educational Evaluation,2014,41:77-84.
[18]ARDOIN N M,WHEATON M,BOWERS A W,et al.Naturebased Tourism’s Impact on Environmental Knowledge,Attitudes,and Behavior:a Review and Analysis of the Literature and Potential Future Research[J].Journal of Sustainable Tourism,2015,23(6):838-858.
[19]王婧,钟林生,陈田.国内外旅游解说研究进展[J].人文地理,2015(1):33-39.
[20]ROGGENBUCK J.The Field Experiment:A Suggested Method for Interpretive Evaluation[J].Journal of Interpretation,1979,4(1):9-11.
[21]MCGEHEE N G,SANTOS C A.Social Change,Discourse and Volunteer Tourism[J].Annals of Tourism Research,2005,32(3):760-779.
[22]HOUSE E.R.Scientific and Humanistic Evaluation[J].Evaluation Studies Review Annual,1982,7(1):15-25.
[23]KATHERINE N.Tubb.An Evaluation of the Effectiveness of Interpretation Within Dartmoor National Park in Reaching the Goals of Sustainable Tourism Development[J].Journal of Sustainable Tourism,2003,11(6):476-498.
[24]环境保护部宣传教育中心.国内外环境教育基地典型案例汇编[M].北京:中国环境出版社,2013:56-57.
[25]TSUNGHUNG L,FENHAUH J.The Influence of Recreation Experience and Environmental Attitude on the Environmentally Responsible Behavior of Community-based Tourists in Taiwan[J].Journal of Sustainable Tourism,2015,23(7):1-32.
[26]BARKER L,DAWSON C.Exploring the Relationship Between Outdoor Recreation Activities,Community Participation,and Environmental Attitudes[J].Education Week,2012(3):35-43.
[27]KIL N,HOLLAND S M,STEIN T V.Structural Relationships Between Environmental Attitudes,Recreation Motivations,and Environmental y Responsible Behaviors[J].Journal of Outdoor Recreation and Tourism,2014(7-8):16-25.
[28]何鳳月,賴文亮,廖少威.以結構方程模式探討濕地生態保育知識,態度,行為之影響[J].大仁學報,2012(40):59-74.
[29]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.
[30]黄常州,李如友,范玉翔.江苏沿海湿地生态旅游环境教育效果影响因素研究:以江苏盐城国家级珍禽自然保护区为例[J].中南林业科技大学学报(社会科学版),2015(5):70-77.
[31]POWELL R B,STERN M J,ARDOIN N.A Sustainable Evaluation Framework and Its Application[J].Applied Environmental Education&Communication,2006,5(4):231-241.
[32]ZORRILLA-PUJANA J,ROSSI S.Environmental Education Indicators System for Protected Areas Management[J].Ecological Indicators,2016,67:146-155.
[33]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.
[34]周彬,雷凤瑶,刘婷,等.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[J].宁波大学学报(教育科学版),2018,40(1):48-55.
[35]STERN M,POWELL R,ARDOIN N.What Difference Does It Make?Assessing Outcomes from Participation in a Residential Environmental Education Program[J].Journal of Environmental Education,2008,39(4):31-43.
[36]倪欢.知识型高管团队胜任力与绩效的实证研究[D].成都:西南交通大学,2016:34-35.
[37]程开明.结构方程模型的特点及应用[J].统计与决策,2006(10):22-25.
[38]LEE T H,JAN F H,HUANG G W.The influence of recreation Experiences on Environmentally Responsible Behavior:the Case of Liuqiu Island,Taiwan[J].Journal of Sustainable Tourism,2015,23(6):947-967.
[39]文首文,吴章文.生态教育对游憩冲击的影响[J].生态学报,2009(2):768-775.
(1)这10个观测变量分别是“x1来保护区度假游玩;x2观赏保护区自然生态美;x3对保护区保护对象感兴趣;x4了解保护区生态系统知识;x5通过保护区户外活动来锻炼身体;x6参与社区、学校或公司提供的生态教育活动;x7对保护区进行科学考察;x8学习湿地生态保护技能,参与湿地生态保护活动;x9对孩子进行生态环境教育;x10为了与家人或朋友度过有意义的一天”。
(2)文中图1~3均由作者参考相关文献总结绘制。