基于“认知–情感–意动”三维模型的研学课程设计研究——以平遥古城为例

Research on the Design of Study Tour Courses Based on the “Cognitive-Affective-Intentional” Three-Dimensional Model—A Case Study of Pingyao Ancient City

摘要: 针对当前研学课程“重知识传授、轻情感体验”的现实困境，文章以世界文化遗产地平遥古城为案例，引入旅游心理学中的“认知–情感–意动”三维形象模型，构建了一套对接《普通高中地理课程标准》的研学课程框架。研究从“区域认知、综合思维、人地协调观、地理实践力”四项核心素养出发，采用网络文本分析法，通过分析网络旅游评论与游记，提炼出公众对平遥古城的形象感知，并将其转化为“知识建构–文化认同–行为意愿”的三阶教学目标与具体内容。在此基础上，研究设计了为期两天、以“文化遗产守护者指南”和“文化故事播客”为核心任务的项目式实施方案，通过古城空间探索、建筑艺术学习、晋商文化溯源等递进式模块，引导学生产出建筑模型、文化播客、环保倡议等可观察成果，有效融合了区域认知、综合思维等地理核心素养的培养。模拟教学验证表明，该课程能显著提升学生的参与度与遗产保护态度。研究为地方文化遗产的教育化利用提供了基于心理形象三维结构的、可复制的研学课程范例，也为核心素养导向的校外教育实践提供了理论支撑与操作路径。

Abstract: In response to the prevailing issue of study-tour programs prioritizing knowledge transmission over emotional engagement, this study takes the World Heritage site of Pingyao Ancient City as a case study. It introduces the “cognitive-affective-conative” three-dimensional image model from tourism psychology to construct a study-tour curriculum framework aligned with China’s Senior High School Geography Curriculum Standards. Grounded in the four core competencies—regional cognition, comprehensive thinking, human–land coordination, and geographical practice ability—the research employs a web-text analysis approach. By analyzing online travel reviews and travelogues, it extracts public perceptions of Pingyao’s image and translates them into a three-tiered teaching objective system: “knowledge construction → cultural identification → behavioral intention,” along with corresponding content. On this basis, a two-day project-based implementation plan was designed, centered on the core driving task of creating “Cultural Heritage Guardian Guide” and “Cultural Stories Podcast”. Through progressive modules such as spatial decoding of the ancient city, architectural art interpretation, and tracing Jin merchant culture, students are guided to produce observable outputs—architectural models, cultural podcasts, environmental proposals—effectively integrating the cultivation of geographical core competencies. Simulated teaching verification demonstrates that the curriculum significantly enhances student engagement and attitudes toward heritage conservation. This study provides a replicable model for the educational use of local cultural heritage, based on the three-dimensional psychological image structure, while also offering theoretical support and practical pathways for competency-oriented out-of-school education.