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资源环境导向下“文化—数字—赛创”递进循环式实践教学模式探索——以“旅游文创产品设计”课程为例

A Resource- and Environment-Oriented Progressive Cyclical Teaching Model Integrating Culture, Digital Intelligence, Competition, and Innovation: A Case Study of Tourism Cultural and Creative Product Design

李辛龙¹, 丁茂斌¹, 彭明鸿¹, 徐红²

Environment and Resource / 2026,8(8): 306-313 / 2026-08-14 24 16

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• Information:

  1. 四川轻化工大学经济学院，宜宾；
  2. 宜宾市长宁县文化馆，宜宾

• Keywords:
  Resource and environmental education; Tourism cultural and creative product design; Integration of curriculum and competency development; AIGC empowerment; Progressive and circular teaching approach
  资源环境教育; 旅游文创产品设计; 课赛融合; AIGC赋能; 递进循环式教学
• Abstract: Against the intersecting trends of culture–tourism integration, ecological civilization development, and educational digitalization, tourism cultural and creative design courses are increasingly expected not only to facilitate the creative transformation of local cultural resources, but also to cultivate students’ competencies in green design, resource conservation, and environmental responsibility. However, current practice-oriented teaching in this field continues to face several persistent challenges, including the insufficient integration of resource and environmental awareness into the curriculum, weak alignment between course assignments and industry needs, fragmented application of digital tools, and limited sustainability in the transformation of teaching outcomes. Taking the course *Tourism Cultural and Creative Product Design* as a case, this study draws on the progressive and cyclical framework of “learning– training–competition–innovation” and develops a five-stage practical teaching chain comprising cultural decoding, ecological diagnosis, digital co-creation, product planning, and communication-oriented transformation. The model is implemented through four interrelated pathways: course–competition integration, university–enterprise collaboration, AIGC-enabled teaching, and green-oriented evaluation. Local intangible cultural heritage resources, represented by Yibin bamboo weaving, are systematically integrated with material life-cycle awareness, authentic enterprise projects, competition assessment criteria, and outcome incubation mechanisms throughout the teaching process. In this way, the model establishes a continuous cycle in which learning supports training, training facilitates competition, competition stimulates innovation, and innovation further enhances learning. Preliminary teaching practice indicates that the model has contributed to improvements in students’ cultural understanding, green planning awareness, digital communication skills, teamwork, and capacity for outcome transformation. It has also facilitated the accumulation of reusable teaching resources and sustainable collaborative mechanisms. The study therefore provides a practical reference for reforming culture- and tourism-related design education from a resource- and environment-oriented perspective. 文旅融合、生态文明建设与教育数字化持续交汇叠加，给旅游文创课程带来了新的要求——既要推动地方文化资源创造性转化，也不能忽视绿色设计、资源节约和环境责任方面的素养培育。但长期以来，文创实践教学存在比较突出的短板：资源环境意识没有真正融入课程主线，课程任务和产业需求衔接不足，数字工具使用比较碎片化，课程成果很难持续转化。本文以《旅游文创产品设计》课程为依托，借鉴“学训赛创”递进循环的教学思路，构建了一条涵盖“文化解码一生态诊断一数字共创一产品策划一传播转化”五个环节的实践教学链条，并围绕课赛融合、校企协同、AIGC赋能和绿色评价四条路径加以推进。整个模式把宜宾竹编等地方非遗资源、材料生命周期意识、企业真实命题、竞赛评审标准和成果孵化机制串起来贯穿课程始终，形成了一条“以学促训、以训促赛、以赛促创、以创促学”的良性循环路径。前期教学实践表明，学生在文化理解力、绿色策划意识、数字化表达、团队协作和成果转化等方面均有明显收获，课程也沉淀了一批可以反复使用的教学资源和协同机制，能够为资源环境导向下文旅类课程的实践教学改革提供一些参考。
• DOI: 10.35534/er.0803045 (registering DOI)
• Cite: 李辛龙，丁茂斌，彭明鸿，等．资源环境导向下“文化—数字—赛创”递进循环式实践教学模式探索——以“旅游文创产品设计”课程为例［J］．环境与资源，2026，8（3）：306-313.