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研学旅行赋能乡村生态资源价值实现：共同富裕视角下的机制框架与治理路径

Study Tours and the Realization of Rural Ecological Resource Value: A Mechanism Framework and Governance Paths from the Perspective of Common Prosperity

丁茂斌¹, 王燕², 张子涵¹, 李红英¹, 李辛龙¹, 王芳琴¹

Environment and Resource / 2026,8(8): 336-343 / 2026-08-19 12 11

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• Information:

  1. 四川轻化工大学经济学院，宜宾；
  2. 泰安岱岳区范镇中心小学，泰安

• Keywords:
  Study tours; Ecological resource value; Local knowledge; Community participation; Common prosperity; Environmental equity
  研学旅行; 生态资源价值; 地方性知识; 社区参与; 共同富裕; 环境公平
• Abstract: Rural study tours are increasingly used to integrate education, tourism consumption, cultural transmission and community development in rural destinations, yet the mechanism through which they activate ecological resource value remains insufficiently explained. This conceptual paper adopts theoretical integration and normative analysis, bringing experiential learning, environmental interpretation, place attachment, value co-creation and environmental equity into a unified framework. It develops a five-stage closed-loop mechanism consisting of ecological resource identification, pedagogical translation, experiential co-creation, inclusive value distribution and ecological reinvestment. Community participation, environmental equity and low-impact operation function as cross-cutting conditions, while dynamic monitoring, environmental learning and adaptive governance form the feedback mechanism. The study argues that long-term value depends primarily on whether resource-use boundaries are explicit, course design follows ecological principles, residents participate as knowledge holders and decision makers, and part of the revenue continuously returns to ecological maintenance, public services and course renewal. It further identifies risks including superficial curricula, ecological overload, benefit leakage, tokenistic participation, misuse of local knowledge and fragmented coordination, and proposes graded resource use, community co-creation, transparent distribution, behavioral guidance and integrated monitoring. The paper reframes rural study tours from product development to resource governance and operationalizes common prosperity as local value retention, participation in decision-making, capability building and ecological continuity. 乡村研学旅行把自然环境、农业生产和地方知识带入课程，也改变了村庄使用资源、组织服务和分配收益的方式。现有研究较多关注研学效果、目的地形象及游客环境行为，但对生态资源如何在教育利用中增值，以及这种利用怎样受到生态边界与公平规则约束，尚缺少连贯说明。本文采用理论整合与规范分析方法，在体验式学习、环境解说、地方依恋、价值共创和环境公平等研究之间建立联系，据此归纳出“生态资源识别—教育化转译—体验共创—包容性价值分配—生态再投入”的五阶段闭环。社区参与、环境公平和低影响运营贯穿各阶段，监测、环境学习与适应性治理则把现场结果带回下一轮决策。分析表明，项目是否具有持续性，不能只看点位数量和接待规模，还要考察资源开放条件是否清楚、课程安排是否尊重生态规律、居民是否进入知识表达与协商环节，以及收入能否稳定用于环境维护、公共服务和课程更新。文章同时讨论课程表层化、生态超载、收益外流、象征性参与、地方知识使用失范和主体协同不足等风险，并提出资源分级、社区共创、公开分配、行为引导和综合监测等治理安排。由此，乡村研学不再只是产品开发问题，而被置于资源治理框架中理解；共同富裕也被落实为价值在地留存、居民参与决策、社区能力增长和生态延续。
• DOI: 10.35534/er.0803049 (registering DOI)
• Cite: 丁茂斌，王燕，张子涵，等．研学旅行赋能乡村生态资源价值实现：共同富裕视角下的机制框架与治理路径［J］．环境与资源，2026，8（3）：336-343.