全球教育展望

本文以深圳市1108名中小学生为研究对象，探究学生研学旅行学习收获及其影响因素。结果表明，中小学生研学旅行学习收获整体水平中等偏上，学生的情感体验较积极，但在行为表现层面存在较大提升空间；其因子在年级、班干部经历、研学经历、活动天数、父亲文化程度上存在显著差异，尤以年级为甚；研学情境是影响学生研学旅行学习收获的关键因素，研学导师和学习能力的作用次之。基于上述结果，建议发挥学生主观能动性，鼓励并引导学生参与同研学旅行相关的活动，扩大学生参与研学活动的广度和深度；定期开展研学活动，小学生趣味体验先行，中学生实践创新驱动，发挥“班干部”的积极效应；多方主体联合创设研学情境，科学设计研学主题，合理平衡导师指导与学生自主探索，整体提升研学质量。

Taking 1,108 primary and middle school students in Shenzhen as the research subjects, this study explores the learning outcomes and influencing factors of students' participation in educational tourism. The result indicates that the overall level of learning outcomes from educational tourism among primary and middle school students is moderate to high, with students experiencing relatively positive emotional responses. However, there is considerable room for improvement in terms of behavioral performance. Significant differences are observed in factors such as grade level, experience as a class leader, prior educational tourism experience, duration of the activities, and father's educational background, with grade level being the most prominent. The educational tourism context is a key factor influencing students' learning outcomes, followed by the role of educational tour guides and students' learning abilities. Based on these findings, it is recommended to harness students' subjective initiative by encouraging and guiding their participation in activities related to educational tourism, thereby expanding the breadth and depth of their involvement. Secondly, educational tourism activities should be conducted regularly, with a focus on fun experiences for primary school students and practical innovation for middle school students, leveraging the positive effects of “class leaders”. Lastly, multiple subjects should jointly create the educational tourism, scientifically design educational tourism themes, and reasonably balance guide guidance with student autonomous exploration to comprehensively enhance the quality of educational tourism.