相对于大众旅游者,已有文献认为背包旅游者注重与当地人交流、体验当地文化,从体验中实现跨文化学习,但其学习机制尚未得到清晰阐述.该研究运用体验式学习的相关理论,选取到达香格里拉地区的背包旅游者作为研究对象,探究背包旅游者在旅游过程中的同步式学习机制,通过刺激/实现、体验、反思以及结果4个方面具体分析学习过程,发现背包旅游者的同步式学习主要是基于新奇审美体验、旅游互动交往体验及对本真生活回归体验的反思学习.该研究既是对旅游与教育研究的补充,也是对背包旅游对旅游者影响研究的补充,并为成长需求迫切的旅游者以及旅游教学活动提供指导.%Tourism is an intercultural experience and learning, and backpacking is regarded as a rite of passage.It has been pointed observed that backpackers tend to communicate with local and experience the local culture, by doing so they can achieve intercultural learning. However, there still lacks explicit interpretation of their learning mechanism.This paper explores the concurrent learning mechanism of the backpackers traveling to Shangri-La by applying theories of experiential learning.Qualitative research is used as the main investigation method, and data collection include in-depth interviews, participant observation, travel logs and etc. The learning process follows the from learning cycle from stimulus/implementation,experience,reflection to the results.We identified three kinds of intercultural experiential learning of backpacker tourist. The first is the reflection on aesthetic experience results from novelty, which leads to learning through thinking about how to get a more profound aesthetic experience,as well as how to deal with the local culture. What backpackers obtain from these reflections is their literal comprehension of the local culture and the enhancing of their intercultural identities. The second is the reflection on communication experience from the interaction with different individuals, which results in learning through thinking about how to achieve more effective communication or build a closer relationship with other individuals.Through these reflections,backpackers get great improvement on their community skills,learn to share and help others in a better way,and know how to act as a team.The third is the reflection on the experience of getting back to the real life from living in the environment where it is free, authentic, and simple, which results in learning through thinking about the ultimate value about oneself.By introspection and conversion with their heart,backpackers can find out the answers to those ultimate questions and find the value of freedom and cheer,warm and sincerity,confidence and optimistic to themselves. At the same time, they would change their attitudes toward life, they start to enjoy the simple happiness in life again and learn to be grateful. In conclusion, previous studies focus more on passive learning of tourists,which means they receive information in tourism introduction during traveling. This study focuses on the proactive learning process through which tourists achieved self-improvement by self-reflection. This study also observes that mobility can influence backpackers'intercultural learning. Yet,reflections are needed to achieve the learning.More studies of the relationship between mobility and intercultural learning are encouraged and the persistence of learning also need more discussions.This study contributes to the field of tourism and education, impact of backpacking on backpackers, as well as the intercultural study on tourists who stay for a shorter time.It also provides guidance to those tourists who are eager to improve one selves through tourism.Also the study implies that a good design of tourism products also can serve as an effective tool for informal and continuous learning.
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