基于 UPC 模式的自然教育课程设计研究——以佛山市云勇林场为例

Research on the Design of Nature Education Curricula Based on the UPC Model: A Case Study of Yunyong Forest Farm in Foshan City

摘要:

在生态文明建设背景下，自然教育课程存在用户需求、场地资源与课程设计之间适配度不足的问题，难以满足公众对高质量自然教育的需求。以广东省提出的“用户- 场地- 课程”（UPC）模式为理论支点，构建用户、场地、课程三要素协同适配的课程设计策略，并以佛山市云勇林场为实践样本，完成用户调研与资源普查、人地匹配与课地协同，以及课程评价与迭代优化的课程实现路径。研究表明，用户、场地、课程三要素协同适配机制具备显著实践价值，其对应的课程设计策略为高质量自然教育课程研发提供了切实可行的实现路径；而课程的持续优化需紧扣UPC模式“动态循环”的核心特质。

Abstract:

Against the backdrop of ecological civilization development, nature education courses face challenges in aligning user needs, venue resources and course design, making it difficult to meet the public's demand for high-quality nature education. The thesis employs Guangdong Province's proposed 'User-Place-Course' (UPC) model as its theoretical foundation to construct a course design strategy for the coordinated adaptation of these three elements. Using Yunyong Forest Farm as a practical case study, it completed user research and resource surveys, achieved human-land matching and course-land coordination, and conducted course evaluations with iterative optimization. Research findings indicate that the synergistic adaptation mechanism for the three elements of User-Place-Course' based on the UPC model possesses significant practical value. The corresponding curriculum design strategy provides a feasible pathway for developing high-quality nature education courses. Furthermore, the continuous refinement of such curricula must remain closely aligned with the UPC model's core characteristic of 'dynamic cyclicality'.