基于公众调查的自然教育课程设计展望

Prospective Curriculum Design for Nature Education Based on Public Surveys

摘要

【目的】系统评估深圳市仙湖植物园“奇妙自然尽在仙湖”自然教育课程的目标达成度、内容契合度、组织实施合理性与评价反馈，为自然教育课程设计提供实证依据，助力自然教育实现科学化与标准化发展。【方法】基于教育学视角，通过问卷调查、深度访谈及数据分析，调查参与学员的满意度、课程评价、内容偏好与学习期望等，对自然教育的课程目标、课程内容、课程实施和课程评价开展研究。【结果】1) 课程在知识传授与生物多样性保护价值观培养方面成效明显；2) 课程内容学术性过强、生活关联弱及技能门槛高会导致知识掌握率降低；3) 室内外结合的教学模式在整体满意度(t=2.110，P=0.037)和生物多样性收获(t=2.231，P=0.028)上均显著优于全室内教学；4) 不同年级组满意度存在显著差异(F=10.209，P<0.001)，成人群体的满意度(63.6%)低于中小学群体(82.9%~87.7%)。【结论】自然教育课程设计应构建核心素养导向的课程目标体系，建立多维动态受众认知框架评价体系，开发基于学员认知水平的分层适配课程内容，构建“室内外相结合”的自然教育课程实施路径。未来应延长追踪周期，进一步验证课程设计要素与生态素养提升之间的因果效应，以得出更科学、全面的自然教育课程设计方法。

Abstract

【Objective】The study evaluates the achievement of objectives, content relevance, rationality of organizational activities, and evaluation feedback of the nature education course themed with “Wonderful Nature All in Xianhu” at Shenzhen Fairy Lake Botanical Garden, aiming to provide empirical evidence for the design of nature education curriculum and contribute to the science-based and standardized development of natural education. 【Method】From an education perspective, questionnaire surveys, in-depth interviews, and data analysis are employed to investigate the satisfaction, course evaluation, content preferences and learning expectations among the course participants, and corresponding studies are carried out for the objectives, content, implementation and evaluation of the nature education course. 【Result】1) The curriculum achieves notable effectiveness in both knowledge transmission and an increase in biodiversity conservation awareness; 2) The excessive academic content, weak relevance to daily life and high skill requirements have reduced the knowledge retention of the curriculum; 3) The indoor-outdoor combined instruction mode significantly outperformed the full indoor instruction mode in terms of general degree of satisfaction (t=2.110, P=0.037) and gained knowledge of biodiversity (t=2.231, P=0.028); and 4) Significant differences in degree of satisfaction are observed among different grades (F=10.209, P<0.001), while adults have lower degree of satisfaction (63.6%) than students from primary and secondary school (82.9%-87.7%). 【Conclusion】During the design of a nature education curriculum, the course objective system oriented with core literacy and the multi-dimensional dynamic evaluation system for audience perception framework should be constructed, hierarchical and adaptable course content tailored to learner cognitive levels should be developed, and the course implementation pathways featuring combined indoor-outdoor activities should be built. Future research should extend the tracking period to further verify the causal effects between curriculum design elements and ecological literacy improvement, thereby developing more scientific and comprehensive approaches to nature education curriculum designs.

关键词

自然教育 / 课程设计 / 主题课程 / 公众参与

Key words

natural education / curriculum design / thematic courses / public participation

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