Nature education is an effective method for people to get a better understanding of nature. To ensure that people can deeply understand nature and participate in natural education activities in an orderly manner, a natural education curriculum model is constructed. Based on the analysis of Li Ziqi’s “Lifetime” series of video commentary texts, and based on the theory of learning advancement, this article explores the construction of an advanced nature education curriculum model through the analysis of 3 000 comment texts in case videos. This model starts from the elements and phenomena of rural natural resources, covering advanced dimensions, achievement levels, evaluation tools, and advanced endpoints. The advanced dimension of natural education curriculum is to gradually recognize rural natural resources through audience experience, mapping, correlation, system and integration. The achievement level of nature education curriculum includes the audience’s memory, understanding, application, analysis, evaluation, and creative level. The questionnaire test is an effective evaluation tool, and the test results assist in natural education courses. The improvement of audience ecological concepts and optimization of behavior patterns are the ultimate goals of advancing nature education curriculum. At the same time, there is a corresponding relationship between the advanced dimension in the pattern and the level of achievement. It is suggested that nature education courses should strengthen the natural value of the course theme, strengthen the connection between course content and life, optimize the setting of course scenes, in order to enhance the audience’s recognition of natural values, solve the current dilemma of “natural deficiency” among young people, and promote the high-quality development of nature education courses.

Museum study tourisms are an important tourism business format as well as a teaching and learning structure. Using semi-structured interviews, non-participatory observations, and significant network text analysis, this article examines the teaching and learning mechanisms in museum study tourism from the perspective of situated cognition and learning theory. According to research, museum study tourism can provide authentic, multi-type, time-space-crossed, and integrative knowledge. The character of museum study tourism allows experiencers to enjoy the full-body experience in composite spatiotemporal contexts and group interaction. These characters will create cognitive channels for the experiencers. Following that, the experiencers of museum study tourism will be initiated with educational intentionality, encouraged to engage in self-constructive learning, promote the generative development of the self, and ultimately optimize cognition and behaviour. This article seeks to examine the internal logic of teaching and learning in museum study tourism, develop a situational teaching and learning mechanism model for museum study tourism, and provide references for the development of museum study tourism products.

Zoo is an important tourism space in urban society, as well as a key base for animal protection and nature education. In recent years, animal welfare and ethical issues in zoos have attracted a wide social attention. Taking Guangzhou Zoo as a case study, this paper uses both field survey and textual analysis to explore the evolution of animal landscapes and nature education practices in urban zoos, using “animal landscape” as a theoretical framework. The study finds that urban zoos have evolved from ornamental animal landscapes of curiosity and mobility, to recreational animal landscapes of expansion and intimacy, and to ecological animal landscapes of enrichment and science, which was driven by the remarkable trend of humans’ increasing appreciation and respect for the nature and affordance of animals. Humans are not the only producers of animal landscapes, dynamic and subjective nature of animals was presented throughout the evolution. Animals participate in the production of animal landscapes according to the conditions of existence set by humans, and their bodies, habits and behaviors profoundly influence the form and level of nature education. The valuing of animal conservation and ethical issues are conducive to the production of higher order animal landscapes, thus contributing to the further development of nature education.