Abstract:

Ethnic cultural heritage is an important medium for deepening group cultural cognition, generating emotional resonance and cohesion of identity. How primary and secondary school students can gain travel experience, construct social body, and form identity through the physical and physical practice of study trips in heritage sites are important for digging deeply into the value of ethnic cultural heritage. Semi-structured interviews were conducted with 48 elementary and middle school students who had traveled to the Old Sicheng Heritage Site of Yongshun to conduct research trips. The grounded theory was used for data processing, and based on the research perspective of the intersection of physical body and social body, the embodied experience of the research trip to the heritage site was constructed the theoretical model. The research finds that: (1) Physiological and physical practice, study trip situation, sensory perception experience are important factors that affect the formation of the social body. (2) The essence of cultural heritage study trip experience is the process by which elementary and middle school students' embodied physical bodies and social bodies are unified, and it is a combination of representation and non-representation of embodied travel experience. (3) Primary and secondary school students have formed a unique cognition and deep emotion of cultural heritage through study trips, which is the result of the construction of heritage identity. (4) The strength of heritage identity is affected by the embodied experience; The whole process of tourism embodied experience includes not only the entry from the physical body to the sensory perception experience, but also the formation of the social body so that the meaning of self-existence can be reflected.

Key words: study trip, embodied experiences, physical body, social body, heritage identity

摘要：

民族文化遗产是加深群体文化认知、产生情感共鸣、凝聚认同的重要媒介，研究中小学生在遗产地如何通过研学旅行的生理身体实践获得旅游体验、建构社会身体、形成认同对深挖民族文化遗产价值、提升研学旅行成效具有重要意义。对曾前往永顺老司城遗产地开展过研学旅行的48位中小学生进行半结构式访谈，运用扎根理论进行数据处理，基于生理身体与社会身体交叉的研究视角，建构遗产地研学旅行中具身体验的理论模型。研究发现：（1）生理身体实践、研学旅行情境、感官知觉体验是影响社会身体形成的重要因素；（2）文化遗产地研学旅行体验的本质是中小学生的具身性等生理身体和社会身体获得统一的过程，是旅游具身体验表征和非表征的结合；（3）中小学生通过研学旅行形成了对文化遗产的独特认知及深厚情感，这是遗产认同建构的结果；（4）遗产认同的强弱受具身体验的影响，旅游具身体验的全过程既包括从生理身体进入感官知觉体验，还包括社会身体的形成使得自我生存意义得以体现。

关键词: 研学旅行, 具身体验, 生理身体, 社会身体, 遗产认同