在跨界合作、产业融合共同发展兴起的背景下，研学旅行完美结合教育与旅 游行业，成为一个市场巨大，且仍处于初级阶段的蓝海项目，有研究指出研学旅 行或将推动中国旅游业的发展，各级各部门针对研学旅行的政策也相继出台。但 政府、学校、参与者、执行者对研学旅行效果的期待与真实效果是否存在差异， 研学旅行者是否在其中有所获得，研学旅行中什么因素会对研学旅行者造成影 响，这些问题的相关研究较少，在旅游视角下的研究不够深刻。由此，本研究从 旅游管理视角出发，以三元交互理论为基础，对厦门市万千极美研学营地小学五 年级至高中三年级的中小学参与者开展研究，探究研学旅行的真实效应以及影 响因素。 首先，通过对相关文献的梳理，本研究将中小学生研学旅行个人发展作为主 要研究内容，引入文化氛围作为影响研学旅行者个人发展的因素。接着，根据三 元交互理论、学习理论、个人发展理论等构建中小学生研学旅行文化氛围对其个 人发展影响的概念模型。进而，为了探索研学旅行特殊环境中个人发展的具体内 容，对搜集到的中小学生研学日志和感想利用扎根理论分析法进行分析，得出包 含提升能力、增加技能、建立社会关系、获得知识、自我意识、树立三观、身体 变化的七个维度及结构。 最后，使用 SPSS25.0、AMOS21.0 软件对收集到的 635 份有效问卷进行处 理和分析，具体分析结果包括：（1）物质文化氛围对自我意识、身体变化、提 升能力、增加技能有显著正向影响；（2）精神氛围对自我意识、身体变化、树 立三观、提升能力、增加技能、建立社会关系、获得知识均有显著正向影响；（3） 互动氛围对自我意识、身体变化、树立三观、提升能力、增加技能、建立社会关 系、获得知识有显著正向影响；（4）提升能力、增加技能、建立社会关系、获 得知识对自我意识有显著正向影响；（5）研学旅行参与者的性别、年级、参与 研学旅行的时长、客源地对研学成效有显著的影响。本文进一步证实了旅游的教 育意义，从研究方法、研究对象、研究内容上拓宽了国内研学旅行的研究范畴， 将三元交互理论合理的运用到旅游研究中。一定程度上否定了研学旅行无用论，II 为打消学校、家长的质疑提供依据，也为学校、家长、中小学生选择合适的研学 旅行项目提出建议，为研学旅行设计方和执行方提供项目设计提供思路。 本研究从中小学研学旅行参与者及其学校和家长的角度、旅游管理者角度、 目的地政府角度，针对如何提高研学旅行质量、高效发展研学旅行提出了建议。 关键词: 研学旅行；个人发展；文化氛围；中小学生III Abstract In the continuous development of China's tourism industry and the continuous deepening of China's education reform background, research travel has become a huge blue ocean project, and the current development is still in its infancy. The research indicates that research travel may promote the development of China's tourism industry. Various departments' policies for study trips have also been introduced. However, are there any differences between government, schools, participants, and executives' expectations on the effects of research travel, and whether they have been obtained by research travellers, and what factors affect research travellers in research travel? Less, the research from the perspective of tourism is not deep enough. Therefore, from the perspective of tourism management, based on the theory of ternary interaction, this study conducts research on primary and secondary school participants from a third grade to a third grade of a research base in Xiamen, and explores the true effects and influencing factors of research travel. First, sort out the relevant literature, this study tentatively learn personal development concept backpackers traveling in the direction research study results, the introduction of culture concept includes material atmosphere, factors spiritual atmosphere and interactive atmosphere as the impact of research study traveler personal development . Secondly, use the grounded theory analysis method to find out the specific content of their personal development during the study trip for the collected research logs and impressions of primary and middle school students, including improving ability, increasing skills, establishing social relations, increasing knowledge, self-awareness, and establishing three perspectives Seven dimensions and structure of body change. Then, based on the theory of ternary interaction, learning theory, personal development theory, etc., a conceptual model of the impact of the cultural atmosphere of research travel on elementary and middle school students on their personal development is constructed.IV Finally, using SPSS 25.0 and AMOS 21.0 software, 635 valid questionnaires were collected for reliability and validity test, correlation analysis, path test, etc. The specific analysis results include: (1) the material and cultural atmosphere has a significant positive impact on self-awareness, physical changes, improving ability, and increasing skills (2) Spiritual atmosphere has a significant positive impact on self-awareness, physical changes, establishing three perspectives, improving ability, increasing skills, establishing social relationships, and acquiring knowledge; (3) interactive atmosphere has a positive effect on self-consciousness, physical changes, Viewing, improving ability, increasing skills, establishing social relationships, and acquiring knowledge have a significant positive impact; (4) improving ability, increasing skills, establish social relationships, and acquiring knowledge have a significant positive impact on self-awareness; (5) study travel participation The gender, grade, length of study tour participation, and source area have a significant impact on the results of the study. This article further confirms the educational significance of tourism, broadens the scope of domestic research travel in terms of research methods, research objects, and research content, and applies the ternary interaction theory to tourism research reasonably. To a certain extent, it denies the theory of research study uselessness, provides a basis for dispeling the doubts of schools and parents, and provides suggestions for schools, parents, and elementary and middle school students to choose appropriate research study items. It also provides ideas for research study designers and executives to provide project design. . This study puts forward suggestions on how to improve the quality of study trips and efficiently develop study trips from the perspective of participants in primary and secondary study trips, their schools and parents, the perspective of tourism managers, and the destination government. And the future research directions. Key words：Study Travel; Personal Development; Cultural atmosphere; SchoolchildrenV 目 录 第 1 章 绪论 .......................................................1 1.1 研究背景与问题 ..............................................1 1.1.1 研究背景 ................................................1 1.1.2 研究问题 ................................................3 1.2 研究意义 ....................................................3 1.2.1 理论意义 ................................................3 1.2.2 实践意义 ................................................4 1.3 研究内容 ....................................................5 1.4 研究方法与技术路线 ..........................................5 1.4.1 研究方法 ................................................5 1.4.2 研究思路与技术路线 ......................................6 1.5 研究创新点 ..................................................7 第 2 章 文献回顾与理论基础 ........................................10 2.1 文献回顾 ...................................................10 2.1.1 研学旅行研究回顾 .......................................10 2.1.2 个人发展研究回顾 .......................................15 2.1.3 氛围与文化氛围研究回顾 .................................18 2.1.4 研究评述 ...............................................19 2.2 相关理论基础 ...............................................20 2.3.1 三元交互学习理论 .......................................20 2.3.2 个人发展理论 ...........................................22 2.3.3 刺激—反应理论 .........................................22 2.4 本章小结 ...................................................23 第 3 章 理论模型构建与研究假设 ....................................26 3.1 概念间关系与假设的提出 .....................................26