空间视阈下研学旅行课程评价指标体系建构与实证研究

Construction and Empirical Research on the Evaluation Index System of the Study Trip Curriculum from the Spatial Perspective

基于法国社会学家列斐伏尔的社会空间理论对中学研学旅行课程进行物理空间、知识空间、人际空间以及体验空间的解构,并构建具有4个评价内容层、11个评价项目层、39个评价指标层的中学研学旅行课程评价指标体系。将该指标体系应用到广州市某中学的研学旅行课程评价中,采用模糊综合评价法对评价指标进行系统量化,最终得出此次研学旅行综合总体得分为3.470分,介于一般与较好之间。根据各空间的得分情况,建议未来的研学旅行课程增加物理空间资源的广度,提升研学资源的可感知性;重视基于广域性知识的课程设计,增强知识空间对学生的适宜度;丰富研学人际交往的角色构建,促进良性人际空间的生成;关注直接和间接体验空间的交互,增强研学体验的反馈功能。

According to socio-spatial theory,the study trip for secondary school students is analyzed in terms of physical space,knowledge space,interpersonal space,and experiential space.A index system for evaluating secondary school study trip is developed,consisting of four content layers,11 items,and 39 indexes.This evaluation system was utilized to assess a secondary school study trip in Guangzhou.The assessment utilized the fuzzy comprehensive evaluation method to systematically quantify the evaluation indicators,resulting in a comprehensive overall score of 3.470 for the study trip.Based on the scores for each space,it is recommended that future study trip should focus on expanding the availability of physical space resources to improve the visibility of study resources,considering curriculum design based on a wide range of knowledge to enhance the appropriateness of the knowledge space for students,enhancing the development of roles for interpersonal interactions to encourage positive interpersonal relationships,and paying attention to the interaction between direct and indirect experiential spaces to improve the feedback function of the study experience.