研学课程中的实景资源转化——以山西大同为例

The Adaptation of Real-World Resources in Study-Tour Programmes—A Case Study of Datong, Shanxi

摘要: 随着国际中文教育从传统的语言技能传授向“语言 + 文化”深度融合的模式转型，研学旅行作为一种体验式、沉浸式的教学形态，已成为提升海外华裔青少年文化认同与语言能力的重要载体。然而，当前研学课程开发中普遍存在实景资源利用浅表化、文化内涵挖掘不足以及跨文化适配性缺失等问题，导致丰富的历史文化资源难以有效转化为高质量的教育产品。本文以山西大同为例，聚焦研学课程中的实景资源转化机制，旨在构建一套系统化的资源转化理论框架与实践路径。研究首先梳理了体验式学习理论、情境认知理论及建构主义学习理论。随后，深入剖析了大同作为北魏古都及辽金重镇所独有的云冈石窟、悬空寺、大同古城墙等核心实景资源，阐释了其蕴含的多元文化融合、建筑力学智慧及民族交往交流交融的历史内涵。在此基础上，本文提出了实景资源向研学课程资源转化的具体路径：通过主题化整合将分散景点串联为叙事链条，通过任务驱动将静态景观转化为动态探究项目，并通过多模态呈现丰富感官体验。针对海外华裔学生特殊的文化背景与语言水平，研究进一步设计了跨文化视域下的适切性策略。本文的研究结论为丰富国际中文教育资源库提供了实证支持，也为其他地区开展特色研学课程建设提供了可复制的范式参考，对未来推动中华文化“走出去”具有重要的理论与实践意义。

Abstract: As international Chinese language education transitions from the traditional focus on language skills to a model characterised by the deep integration of “language and culture”, study tours—as an experiential and immersive form of teaching—have become a key vehicle for enhancing the cultural identity and language proficiency of overseas Chinese youth. However, the current development of study tour programmes is generally characterised by superficial utilisation of real-world resources, insufficient exploration of cultural significance, and a lack of cross-cultural adaptability; this makes it difficult to effectively transform rich historical and cultural resources into high-quality educational products. Taking Datong in Shanxi as a case study, this paper focuses on the mechanisms for transforming on-site resources within study-travel programmes, with the aim of constructing a systematic theoretical framework and practical pathway for resource transformation. The study first reviews the theories of experiential learning, situational cognition and constructivist learning. Subsequently, it conducts an in-depth analysis of Datong’s unique core on-site resources—such as the Yungang Grottoes, the Hanging Temple and the Ancient City Walls of Datong—as the ancient capital of the Northern Wei dynasty and a strategic stronghold during the Liao and Jin dynasties, elucidating their historical significance in terms of multicultural integration, architectural ingenuity and ethnic interaction, exchange and assimilation. Building on this foundation, this paper proposes specific pathways for transforming real-world resources into study-tour course resources: linking disparate attractions into a narrative chain through thematic integration; transforming static landscapes into dynamic inquiry projects through task-driven approaches; and enriching sensory experiences through multimodal presentation. Taking into account the specific cultural backgrounds and language proficiency levels of overseas students of Chinese descent, the study further designed appropriateness strategies from a cross-cultural perspective. The findings of this study provide empirical support for enriching the resource base of international Chinese language education, whilst also offering a replicable model for the development of distinctive study-tour programmes in other regions; this holds significant theoretical and practical implications for promoting the “going global” of Chinese culture in the future.