Abstract:

The present paper takes Lushan Scenic Area as an example. From the perspective of tourists, basing on the related literature analysis and quantitative methods, this paper studies the question of the evaluation of the tourists’ education identification in scenic spots. On the basis of literature analysis, field investigation, and the integrated use of a variety of research methods, the paper evaluates the tourists’ education identification in scenic spots. The analytic hierarchy process (AHP) and fuzzy comprehensive evaluation method are used to calculate the index of tourists education identification. The data of this paper is based on a field survey including 343 valid questionnaires of tourists who visited Lushan Scenic Area. The tourist education identification is composed of four dimensions: tourists expectation of education identification, tourists cognition of education identification, tourists feeling of education identification, and tourists behavior of education identification. The results of Lushan Scenic Area show that the four dimensions of tourists education identification ratings are: tourists expectation of education identification equals 3.768, tourists cognitions of education identification equals 3.969; tourists feeling of education identification equals 3.806; and tourists behavior of education identification equals 4.081, and the overall indicator of tourists education identification is 3.9064(Full score is 5). These scores are at approximately the level of basic identification. According to the results of analysis, some advices are put forward from the perspectives of scenic spots and tourists’ education. These suggestions include: (1) the tourism resources of Lushan Scenic Area should be integrated in order to enrich the contents of sightseeing in Lushan Scenic Area; (2) the tourists education interpretation system of Lushan Scenic Area should be improved to promote the tourists education effect; and (3) the tourists education effect should be enhanced by increasing both tourists’ participation and the quality of tourist experience.

Key words: scenic spots, tourist education, identification degree, Lushan

摘要：

本文以庐山风景区为例,从游客的角度出发,基于定量的方法来研究景区游客教育认同度评价的问题,并在相关文献资料分析和实地调查研究的基础上,综合运用多种研究方法,对景区游客教育的认同度进行评价研究。利用层次分析法和模糊综合评价法相结合计算游客教育认同度指数,根据结果分析,分别从景区和游客的角度对提高庐山游客教育的认同度提出以下建议：整合庐山资源来丰富景区游览内容;完善游客教育解说系统来提升游客教育效果;通过提高游客参与性和游客体验质量来提升景区游客教育效果。

关键词: 旅游景区, 游客教育, 认同度, 庐山