红河哈尼梯田文化景观遗产地中学生环境解说需求

位于红河哈尼梯田世界文化遗产核心区内的元阳一中中学生为研究对象，采取问卷调查法，对遗产地中学生的环境解说需求进行分析。结果表明：在解说内容的需求上，环境知识（4.05）＞环境意识（4.00）＞环境技能（3.95），且发现性别与环境意识、技能，年级与环境知识、意识、技能，地区与环境知识、技能具有显著性差异，说明遗产地中学生对环境解说内容整体处于需要状态，且不同社会背景特征的中学生具有明显的需求差异；解说活动与形式上：发现中学生对亲身体验（83.3%）、据点解说（80%）、实地考察（87.7%）等媒介和形式需求度高，对解说牌示（19.9%）互联网（19.9%、解说折页（17.5%）等媒介和形式的需求度较低，且发现性别与解说空间方式、传统节日解说方式、环境问题解说方式，年级与解说媒介、参与环境活动方式，居住形式、户口类别、地区与参与环境活动方式、解说活动类型均具有显著性相关关系，说明遗产地中学生对解说媒介和形式具有明显的需求差异，且这种差异与性别、年级、居住形式等社会背景具有明显的相关关系。总之，遗产地中学生对环境解说的需求明显且以参与性较强的亲身体验和实地考察为主，因此，针对这个群体的解说应该以参与式为主。

Demands of Middle School Students for Environmental Interpretation of Cultural Landscape Heritage of the Honghe Hani Rice Terraces

Taking the middle school students who live in the center part of Honghe Hani Rice Terraces heritage area as study subjects, this paper analyses their demands of environmental interpretation by questionnaire survey. The results show that: Firstly, among the three parts of the contents of environmental interpretation, the order is as knowledge>awareness>skills, which vary with the variety of gender, grade, and location, revealing that the students are in great needs of the content of environmental interpretation and there is significant difference among the students in different backgrounds; Secondly, in term of activities and patterns of environmental interpretation, the middle school students are more in needs of firsthand experience, spots commentary, field studies and local festival activities than the ways of interpretation boards, internet and leaflets, which vary with the variety of gender, grade and residential information, indicating the difference in demands for interpretation media, patterns and the correlation with social backgrounds. In conclusion, there are obvious needs of the environmental interpretation among the middle school students in the heritage area, especially of firsthand experience and field trips, therefore the interpretation for them should be mainly taken in way of participation.