文旅案例 | 文旅+研学：从知识传递到生命体验的教育旅行新范式、从“单次活动”到“成长系统”

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随着“双减”政策落地和素质教育深化，中国研学市场正以每年超过30%的增速快速扩张。据《中国研学旅行发展报告》显示，2025年国内研学市场规模已突破2000亿元，参与学生人次超过8000万。但量级增长背后，市场正经历深刻的结构性变化：需求端从“学校组织”向“家庭决策”迁移。过去研学以学校集体出行为主，如今超过45%的研学产品由家庭自主选择和购买。家长不再满足于“到此一游”式的春秋游变体，而是期待真正能拓展视野、提升能力的深度学习体验。内容端从“景点串联”向“主题深耕”转型。市场正在淘汰那些简单组合几个景点、配上讲解员的“伪研学”，呼唤具有完整课程设计、明确教育目标和专业导师团队的深度产品。北京故宫的“小小文物修复师”项目，将简单的宫殿参观升级为三天的文物修复体验课程，价格是普通讲解的5倍，却需要提前三个月预约。评价端从“安全返程”向“能力提升”进化。家长和学校开始用更专业的眼光评估研学效果：是否建立了跨学科思维？是否激发了内在学习动机？是否提升了实践能力？上海某国际学校将研学纳入学分体系，要求学生提交研究论文或实践作品，倒逼研学机构提升教育含金量。

一、核心理念重构：研学旅行的三个升维从“游中学”到“境中育”：传统“游学”强调在旅行中学习知识，而现代研学应升级为“在情境中培育完整人格”。芬兰“森林学校”模式提供了启示：孩子们在自然中不是简单地认识植物，而是通过搭建庇护所学习物理与协作，通过追踪动物学习生态与耐心，通过野外烹饪学习化学与自给自足。环境成为全方位的教育媒介。实现路径：每个研学项目都应设计“三维目标”——知识维度（了解什么）、能力维度（掌握什么）、品格维度（成为什么）。敦煌研究院与教育机构合作的“丝绸之路守护者”项目，不仅教授壁画知识，更通过模拟考古、材料实验、修复实践，培养学生科学精神与文化责任感，知识传授与品格塑造同步完成。从“标准化”到“个性化”：研学产品需要从“一刀切”走向“因材施教”。美国“国家地理青少年探险家”项目提供模板：行前进行兴趣评估和能力诊断，将参与者分为“自然观察者”“文化探索者”“科学实验者”等类型，在相同目的地设计差异化的任务卡和探究路径，让每个孩子都能在自己擅长的领域获得成就感。技术赋能：AI驱动的个性化学习系统正在改变研学形态。成都大熊猫基地开发的“熊猫科学家”项目中，学生佩戴智能手环记录观察行为，系统实时推荐个性化的探究问题，并生成专属的学习档案，实现“千人千面”的研学体验。从“单次活动”到“成长系统”：优质研学不应是孤立事件，而应成为持续的教育过程。日本修学旅行体系值得借鉴：小学阶段侧重自然体验，初中阶段融入职业启蒙，高中阶段进行社会课题研究，形成螺旋上升的能力培养路径。京都的“传统产业传承”项目，让学生从小学参观作坊，到初中体验工艺，再到高中研究产业创新，完成对传统文化的深度理解与创造性转化。

With the implementation of the "double reduction" policy and the deepening of quality-oriented education, the Chinese study tour market is expanding rapidly at a rate of over 30% annually. According to the "China Study Tour Development Report", the domestic study tour market has exceeded 200 billion yuan in 2023, with over 80 million students participating. However, behind the quantitative growth, the market is undergoing profound structural changes: the demand side has shifted from "school organization" to "family decision-making". In the past, study tours were mainly organized by schools, while now over 45% of study tour products are independently chosen and purchased by families. Parents are no longer satisfied with the "tourism for a visit" variant of spring and autumn trips, but expect a deep learning experience that can truly expand horizons and enhance abilities. The content side has transformed from "scene connection" to "theme deepening". The market is eliminating those "pseudo study tours" that simply combine a few scenic spots with a guide, and calling for deep products with complete course design, clear educational goals, and professional mentor teams. The "Little Museum Curators" project at the Forbidden City in Beijing upgrades the simple palace visit to a three-day experience course in museum restoration, with a price five times that of ordinary explanations, and requires reservation three months in advance. The evaluation side has evolved from "safe return" to "ability improvement". Parents and schools are beginning to evaluate the effectiveness of study tours with a more professional perspective: whether it has established interdisciplinary thinking? Whether it has stimulated intrinsic learning motivation? Whether it has improved practical abilities? An international school in Shanghai has incorporated study tours into the credit system, requiring students to submit research papers or practical works, forcing study tour institutions to enhance their educational value.

1. Core Concept Reconstruction: Three Dimensions of Study Tours，From "Learning through Travel" to "Cultivating in the Environment": Traditional "study tours" emphasized learning knowledge during travel, while modern study tours should be upgraded to "cultivating a complete personality in the context". The Finnish "Forest School" model provides an example: Children do not simply recognize plants in nature, but learn physics and collaboration by building shelters, learn ecology and patience by tracking animals, and learn chemistry and self-sufficiency by cooking outdoors. The environment becomes a comprehensive educational medium. Implementation path: Each study tour project should design "three-dimensional goals" - knowledge dimension (what to know), ability dimension (what to master), and character dimension (what to become). The "Silk Road Guardians" project jointly developed by the Dunhuang Academy and educational institutions not only teaches mural knowledge, but also through simulated archaeology, material experiments, and restoration practices, cultivates students' scientific spirit and cultural responsibility, completing knowledge transmission and character shaping simultaneously. From "Standardization" to "Personalization": Study tour products need to shift from "one-size-fits-all" to "tailored teaching". The "National Geographic Youth Explorer" project in the United States provides a template: Before the trip, conduct interest assessment and ability diagnosis, divide participants into "natural observers", "cultural explorers", "scientific experimenters", etc., design differentiated task cards and exploration paths for the same destination, so that each child can gain a sense of achievement in their area of expertise. Technology empowerment: AI-driven personalized learning systems are changing the form of study tours. The "Panda Scientists" project developed by the Chengdu Giant Panda Base, where students wear smart wristbands to record observation behaviors, the system recommends personalized exploration questions in real time, and generates exclusive learning archives, achieving "one person, one face" of study tour experiences. From "Single Activity" to "Growth System": High-quality study tours should not be isolated events, but should become a continuous educational process. The Japanese study tour system is worth learning from: primary school stage focuses on natural experiences, middle school stage integrates career enlightenment, high school stage conducts social project research, forming a spiral ascending path of ability cultivation. The "Traditional Industry Inheritance" project in Kyoto, allows students to visit workshops from primary school, experience crafts from junior high school, and study industrial innovation from high school, completing a deep understanding and creative transformation of traditional culture.

二、产品业态创新：构建金字塔型研学产品矩阵基础层：主题日间营（轻量化入口产品），针对低龄段和首次体验者，开发单日或周末研学产品：城市探索系列：将城市转化为立体教科书。上海“城市密码”项目带领中学生用数学方法优化地铁线路、用化学知识检测苏州河水质、用社会学方法调研老街坊，实现跨学科PBL（项目式学习）。博物馆活化系列：让文物“开口说话”。陕西历史博物馆的“唐潮人”工作坊，学生通过复原唐代妆容学习历史与美学，通过模拟丝路贸易学习经济与地理，最后创作自己的“文物表情包”在社交媒体传播。自然观测站：在城市绿地中开展深度自然教育。杭州西溪湿地的“湿地科学家”日间营，配备专业观测设备，孩子可以记录鸟类行为、检测水质变化、制作生态地图，将公园变为户外实验室。核心层：深度研学营（标志性核心产品），5-7天的住营项目，形成品牌影响力：文化遗产守护者计划：福建土楼“守护者计划”中，学生不仅学习建筑知识，更参与真实的土楼修缮——测量裂缝、研究传统材料、设计加固方案，最终成果被当地文保部门采纳。项目获得联合国教科文组织亚太遗产保护奖。科研实践项目：与科研机构合作开发真实课题。中科院西双版纳热带植物园的“雨林科考营”，学生在研究员指导下完成小课题：有的研究蚂蚁的社会结构，有的分析热带植物的生存策略，成果可参加青少年科技创新大赛。社会创新挑战：直面真实社会问题。深圳“城中村改造创想家”项目，中学生团队调研城中村现状，访谈居民与管理者，最后提出空间优化方案并制作模型，最佳方案被街道办采纳并获得实施资金。顶级层：定制化研究项目（高附加值产品），为有特殊需求的学生或学校提供定制服务：名校实验室准入项目：与国内外顶尖高校合作，开放实验室资源。清华大学的“未来城市实验室”向高中生开放，在教授指导下进行智能交通、绿色建筑等课题研究，优秀论文可在学术平台发表。国际议题研究计划：围绕全球性议题开展跨国研学。气候变化的“北极科考青少年计划”，中国学生与挪威学生共同研究冰川消退，数据提交给北极监测机构，研究成果在联合国气候变化青年论坛展示。传承人培养项目：针对非遗传承的长期计划。苏州刺绣研究院的“新传人计划”，选拔有天赋的学生进行三年系统培养，从基础针法到创作设计，最终作品在非遗博览会展出，优秀者成为签约传承人。三、运营体系构建：教育效果驱动的四维模型课程研发专业化：研学课程需要达到正规教育标准。台湾“乡土教育研学”体系建立了严格的课程开发流程：学科专家确定核心概念→教育专家设计学习目标→在地文化工作者提供内容→课程设计师制作活动方案→试点学校进行教学验证。每套课程都配备教师手册、学生手册和评估工具。关键创新：开发“研学护照”系统，记录学生参与的各项能力挑战和成果认证，形成可视化的成长轨迹，部分认证可与学校综合素质评价体系对接。导师队伍复合化：研学导师需要“教育者+文化讲解员+安全管理员”的三重能力。英国Field Studies Council建立了完整的导师认证体系：基础级（安全与引导）、专业级（学科知识与教学）、专家级（课程开发与研究）。所有导师必须定期参加培训和评估。中国本土实践方面，成都“天府文化研学联盟”开创了“双导师制”：学校教师负责教育目标与纪律管理，在地专家（手工艺人、非遗传承人、科研人员）负责专业内容，两者协同确保教育质量。安全管理系统化：安全是研学底线，需要超越传统旅游的安全管理。日本修学旅行的“三层防护体系”值得借鉴：第一层是行前的全面风险评估和应急预案；第二层是行程中的GPS实时定位和健康监测；第三层是专业的随队医疗人员和就近医院联动机制。技术创新提供新可能：上海某研学机构开发的“智能安全云平台”，通过智能手环监测学生心率体温、通过电子围栏设置活动边界、通过AI摄像头识别危险行为，实现全天候风险预警。效果评估科学化：建立可量化的评估体系是行业成熟的关键。美国Project Zero研发的“研学思维可视化工具包”，通过前后测问卷、观察记录表、作品评价量规、反思日记分析等工具，多维度评估学生的思维习惯、知识建构和品格发展。更前沿的探索包括：哈佛大学教育研究生院与研学机构合作，通过眼动仪、皮肤电反应等生理指标，结合学习成果分析，研究不同研学设计对学习投入度的影响，形成循证改进的闭环。

II. Product Format Innovation: Constructing a Pyramid-like Research and Learning Product Matrix

Foundation Layer: Daytime Camps with Themes (Lightweight Entry Products), targeting younger age groups and first-time participants, developing single-day or weekend research and learning products: Urban Exploration Series: Transforming the city into a three-dimensional textbook. The "City Code" project in Shanghai leads middle school students to optimize subway lines using mathematical methods, test water quality of the Suzhou River using chemical knowledge, and conduct research on old neighborhoods using sociological methods, achieving interdisciplinary PBL (Project-Based Learning). Museum Revitalization Series: Letting cultural relics "speak". The "Tang Trend" workshop at the Shaanxi History Museum allows students to learn history and aesthetics by restoring Tang Dynasty makeup, learning economics and geography through simulated Silk Road trade, and finally creating their own "cultural relic emojis" to spread on social media. Natural Observation Station: Conducting in-depth natural education in urban green spaces. The "Wetland Scientist" daytime camp in Hangzhou Xixi Wetland, equipped with professional observation equipment, enables children to record bird behaviors, detect water quality changes, and create ecological maps, turning the park into an outdoor laboratory.

Core Layer: Deep Research Camps (Flagship Core Products), 5-7-day residential programs, forming brand influence: Heritage Guardian Program: In the "Guardians of Fujian Tulou" program, students not only learn architectural knowledge but also participate in real-scale tulou restoration - measuring cracks, researching traditional materials, designing reinforcement plans, and the final results are adopted by the local cultural heritage department. The project won the UNESCO Asia-Pacific Heritage Protection Award. Scientific Research Practice Project: Developing real research topics in collaboration with research institutions. The "Rainforest Expedition Camp" at the Xishuangbanna Tropical Botanical Garden of the Chinese Academy of Sciences allows students to complete small research projects under the guidance of researchers: some study the social structure of ants, some analyze the survival strategies of tropical plants, and the results can participate in the Youth Innovation Science and Technology Competition. Social Innovation Challenge: Facing real social issues. The "Urban Village Transformation Thinker" project in Shenzhen, where middle school student teams investigate the current situation of urban villages, interview residents and managers, and finally propose spatial optimization plans and create models, the best plan was adopted by the street office and received implementation funds.

Top Layer: Customized Research Projects (High Value-added Products), providing customized services for students with special needs or schools: Admission to Elite Laboratories Program: Cooperating with top universities around the world, opening laboratory resources. The "Future City Laboratory" at Tsinghua University is open to high school students, conducting research projects under the guidance of professors, with excellent papers able to be published on academic platforms. International Topic Research Plan: Conducting cross-border research on global issues. The "Arctic Expedition for Teenagers on Climate Change" program, where Chinese students and Norwegian students jointly study glacier retreat, submit data to the Arctic monitoring agency, and the research results are displayed at the United Nations Climate Change Youth Forum. Heritage Preserver Training Program: Long-term plan for inheriting intangible cultural heritage. The "New Preserver Program" at Suzhou Embroidery Research Institute selects talented students for three-year systematic training, from basic stitches to creation and design, and the final works are exhibited at the Intangible Cultural Heritage Expo, with outstanding ones becoming contracted preservers. The diversification of the mentor team: The study tour mentors need to possess the triple capabilities of "educator + cultural explainer + safety administrator". The British Field Studies Council has established a complete mentor certification system: basic level (safety and guidance), professional level (subject knowledge and teaching), and expert level (course development and research). All mentors must regularly participate in training and evaluations. In the local practice in China, the Chengdu "Tianfu Culture Study Tour Alliance" has pioneered the "dual mentor system": school teachers are responsible for educational goals and discipline management, while local experts (craftsmen, cultural heritage inheritors, researchers) are responsible for professional content. The two work together to ensure the quality of education. Safety management systematization: Safety is the bottom line of study tours, and it requires safety management beyond traditional tourism. The "three-layer protection system" of Japanese study tours is worth learning from: the first layer is comprehensive risk assessment and emergency plans before the trip; the second layer is real-time GPS positioning and health monitoring during the trip; the third layer is professional team medical personnel and linkage mechanism with nearby hospitals. Technological innovation provides new possibilities: A certain study tour institution in Shanghai has developed an "intelligent safety cloud platform", which monitors students' heart rate and body temperature through smart wristbands, sets activity boundaries through GPS electronic fences, and identifies dangerous behaviors through AI cameras to achieve real-time risk warnings around the clock.

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