生态教育对游憩冲击的影响

Effects of ecological educational on recreational impacts

目前,如何使用生态教育这种柔性手段来减缓游憩冲击是旅游地生态管理领域的一个富有挑战力的议题。使用KAP干预技术(知识(K),意识(A)和行为(P))来测量和评价生态教育干预的成效。根据游客的不同出游方式,将实验对象分成团队组与散客组两类,并挑选了一批生态素质较高的环保志愿者作为固定组进行参照对比。调查分前后两次进行,每次运用统一的干预方法和一份基于国内游客的特点的KAP问卷对实验对象的知识、意识和行为进行干预和测量。测量结果显示,游客生态知识与旅游行为比较相关,表明游客通过干预,能把正确的生态观和旅游道德规范内化为个人的思想信念,进而又外显为品德行为,从而促进知、信、行的相互转化,实现游憩冲击管理目的。同时,教育干预后游客的生态知识、意识、行为有不同程度的提高和改善,干预前后知识之间、干预前后意识之间、干预前后行为之间以及干预前后知识、意识和行为之和之间有显著差异。因此,对游客开展生态教育干预具有实际意义和应用价值。

Currently, how ecotourism education can be effectively used to reduce the negative impacts of tourism and recreation is very challenging in tourism and recreational impacts management. This paper uses KAP intervention to measure and evaluate the effect of ecotourism education. Research participants were divided into two groups： package visitor group and free and independent visitor group based on their visitation patterns. In the meantime, a control group that was composed of environmental volunteers was also identified. Both pre test and post test surveys were conducted using the same intervention method, whereas a KAP questionnaire based on the characteristics of Chinese visitors was used to evaluate participants＇ knowledge, attitude and practice. Results show that the ecological knowledge of the visitors was closely related to their behavior, suggesting that visitors can develop the postive attitude toward ecological system after an intervention and these knowledge, attitude, awareness and belief will influence their behavior as a consequence. Moreover, the knowledge, attitude and practice before the intervention are significantly different from those after intervention. Therefore, our educational intervention method is important and practically useful.