湿地自然保护区旅游者环境教育感知研究——以盐城丹顶鹤、麋鹿国家自然保护区为例

环境教育是当前生态旅游研究中的热点论题。基于生态旅游动机、环境教育途径、环境教育感知及环境教育效果4个结构变量,以生态旅游发展处于起步阶段的盐城丹顶鹤保护区和处于稳定发展阶段的盐城麋鹿保护区为例,构建湿地自然保护区旅游者环境教育感知影响结构关系模型,深入分析不同生命周期阶段生态旅游地旅游者环境教育感知分异及其影响因素。结果表明:(1)生态旅游动机、环境教育途径、环境教育感知均对环境教育效果产生正向影响。丹顶鹤保护区生态旅游动机对环境教育效果产生显著正向影响,环境教育途径、环境教育感知对环境教育效果均产生正向影响;麋鹿保护区生态旅游动机、环境教育途径均对环境教育效果产生正向影响,环境教育感知对环境教育效果产生显著正向影响。(2)在生态旅游动机、环境教育途径、环境教育感知3个分维度上,丹顶鹤保护区分别以一般生态旅游动机、常规环境教育途径、表层环境教育感知为主,麋鹿保护区则分别以严格生态旅游动机、专门环境教育途径、深度环境教育感知为主。(3)不同生命周期阶段生态旅游地游客环境教育效果存在差异。丹顶鹤保护区游客环境教育效果主要集中在态度、行为效果上,意识效果为辅,知识、技能效果作用较小;麋鹿保护区游客环境教育效果则以知识、态度效果为主,行为、技能、意识效果均起辅助作用。

Tourist environmental education in wetland reserves: a case study of the Red- crowned cranes and David's deer National Reserves in Yancheng, China

Environmental education is a hot topic in the study of ecological tourism at present. This paper uses four structural variables (tourist motivation, educational methods, tourist perceptions, and the educational effect of tourist experiences) to build a structural relationship model of behavior, knowledge, attitudes, consciousness of the environment, and skills reflecting their impact on tourist perceptions of environmental education in wetland natural reserves. Based on the different life cycle stages of wetland nature reserve presence at the two destinations, The Red-crowned cranes and David''s Deer National Reserves in Yancheng City, Jiangsu Province, China, the study considers the factors influencing the perception of tourist environmental education at ecological tourism destinations. It was found that with respect to a tourist''s perception of the different life cycle stages of wetland nature reserves, basic factors influenced their acceptance of the importance of environmental education. Travel motivation, educational methods and tourist perceptions all had positive impacts on the educational effect of ecological experiences. At the initial life stage of the Red-Crowned Cranes National Reserve, for example, tourism motivation, the educational methods used, and tourist perceptions all had a significant positive influence on the impact of the environmental education received during visits. At the stable development stage of the David''s Deer National Reserve, tourism motivation, tourist perceptions, and educational methods again had a positive influence on the impact of environmental education. Thus, ecotourism motivation and environmental education methods have significant positive effects on the perception of the value of environmental education in both the Red-crowned cranes and David''s Deer National Reserves. Second with respect to the influencing mechanisms at the different life cycle stages of wetland nature reserves, two-dimensional factors had different influences. In regard to the three dimensions of tourism motivation, educational methods and tourist perceptions, the Red-Crowned Cranes National Reserve appeared to be primarily affected by a general ecological motivation held by tourists, by conventional environmental education methods, and by the impact of surface environmental education perceptions. The educational value of a visit to the David''s Deer National Reserve is primarily affected by the strict ecological tourism motivations held by tourists, by special environmental education methods, and by the deep environmental education perceptions held by tourists. Third, these effects had different impacts on models of the different life cycle stages at the two ecological tourist destinations. The environmental education impacts of visits to the Red-Crowned Cranes National Reserve were strongest for the attitude effect and the behavior effect, while the consciousness effect is subsidiary, and the knowledge effect and skill effects had the lowest influence. The environmental education effects from visiting the David''s Deer National Reserve were strongest for the knowledge effect and attitude effect, while the behavior effect, skill effect, and consciousness effect were subsidiary. Fourth, the perception of the value of environmental education by ecological tourism was affected by many heterogeneous factors. Through ecotourism environmental education, tourist destinations are able to change the will, skills, and behavior of tourists that participate in environmental protection;thereby improving the impact of environmental education on tourists.