“用户 - 场地 - 课程”适配的自然教育径建设模式研究——以广东省樟木头林场芙蓉峡为例

Research on the 'User-Place-Course' Adaptive Model for Nature Education Trail Construction: A Case Study of Furong Gorge in Zhangmutou Forest Farm，Guangdong

摘要:

自然教育径是具备自然教育功能的户外线性通道，具有增强用户体验度、提升场地配置品质、承载课程等功能。针对其建设中存在的结构体系不清、人地联动不足等问题，以广东省樟木头林场芙蓉峡自然教育径为例，基于“用户- 场地- 课程”模型优化并提出适配建设模式。该模式聚焦3 个核心环节：识别访客需求；基于需求与场地特征构建线性叙事并配置设施；设计融入路径的课程系统。案例地应用此模式进行规划设计，提升了访客量与满意度，实现“人- 地- 课”的动态耦合。实践证明，“因人设课、因地设径、因课配设”的策略可适应不同地形与文化背景，为自然教育径高质量建设提供了系统性的方法论。

Abstract:

Natural education trails are outdoor linear pathways designed for natural education purposes, serving functions such as enhancing user experience, improving site configuration quality, and supporting educational programs. Addressing issues such as unclear structural systems and insufficient human-land interaction in their construction, this study takes the Furong Gorge Nature Education Trail in Zhangmutou Forest Farm, Guangdong Province, as a case example. Based on the 'User-Place-Course' model, it optimizes and proposes an adaptive construction model. This model focuses on three core elements: identifying visitor needs; constructing a linear narrative and configuring facilities based on these needs and site characteristics; designing a curriculum system integrated into the pathway. Applying this model to the case study site improved visitor numbers and satisfaction, achieving dynamic coupling between people, place, and curriculum. Practice demonstrates that the strategy of 'designing curricula for people, designing paths for places, and configuring facilities for curricula' adapts to diverse topographies and cultural contexts, providing a systematic methodology for developing high-quality nature education trails.