拥抱变化:国际旅游高等教育中的教学创新研究综述

Embracing Change:a Review of Pedagogical Innovations in International Tourism Higher Education

为了回应社会发展、技术进步、行业需求及整体教育环境的变化,国际旅游高等教育也在不断改革与创新。文章借鉴教学创新的“钻石模型”,分别从学习目标、学习活动、学习内容、学习场景和学习结果评价等5个维度对2020年以来国际旅游高等教育关于教学创新的相关文献进行了总结与评述。研究从知识、技能、态度与价值观3个方面对创新的学习目标进行了整理,研究发现:在学习活动的设计上更加重视学生体验和兴趣,并强调根据真实问题进行设计;学习内容呈现多元碰撞与动态生成的特点;学习场景的创设上,真实场景与虚拟场景相结合;而创新的学习结果评价,更注重对态度和价值观的评价以及真实性评价。在此基础上,研究总结了国际旅游高等教育的教学创新存在道德、技术、真实和融合4大转向,并提出关于我国旅游高等教育教学创新的研究展望,以期为进一步推动国内旅游高等教育的研究和实践提供借鉴和启示。

Since 2020,higher education in tourism has undergone continuous reform and innovation,driven by the development of the tourism industry,shifts in industry demands,advances in digital technology,and changes in the overall educational environment.Despite substantial exploration,research,and practice by Chinese scholars on educational reforms in tourism,studies on tourism education lag behind,both in quantity and quality.This study reviews and synthesizes 66 articles on pedagogical innovation in tourism higher education,published in authoritative international journals since 2020,serving three important purposes.First,to provide educators in tourism institutions with concrete teaching methods and innovative strategies validated by international academic research,offering practical insights for China’s tourism higher education.Second,to organize a framework for pedagogical innovation that assists domestic researchers in developing more culturally distinctive tourism courses and designing teaching methods better suited to Chinese students,thereby enhancing the quality of tourism higher education in China.Third,to increase attention to educational innovation in tourism within China’s academic community,providing a reference for research in this field.The study employs the“diamond model”of educational innovation to review and summarize the articles across five dimensions:learning objectives,learning activities,learning content,learning environments,and assessment of learning outcomes:1)In terms of innovative learning objectives,the research categorizes them into knowledge,skills,attitudes,and values;2)For learning activities,innovative designs prioritize student experience and interest,emphasizing real-world problem-solving;3)In learning content,the innovation is characterized by diverse interactions and dynamic generation;4)Innovative learning environments focus on creating contexts closely related to students’lives in the real world,actively using digital technology to construct virtual learning environments;5)In assessing learning outcomes,there is a greater emphasis on evaluating attitudes and values,with a focus on authentic assessments.Based on these analyses,the study identifies four major shifts in pedagogical innovation within international tourism higher education:ethical,technological,authentic,and integrative.The study also offers prospects for research on pedagogical innovation in China’s tourism higher education,aiming to provide guidance and inspiration for advancing domestic research and practice in this area.