旅游环境解说---理论与实践chapter 2.ppt

* Teenagers may need to be offered programs that let them participate independently of their parents, associated with others of their age or little older Because the social aspect of participation matters so much to teenagers, interpreters must stay alert to group dynamics. The important requirements is that you must genuinely care about them as individuals and enjoy their company. * The upshot: 总结 Children and young adults related to others, including interpreters and the other members of an interpretive group, in a variety of ways, according to their different levels of interpersonal（人际） understanding. 儿童和青少年与其他人根据他们对人际理解的不同水平 以多种方式相互联系，包括解说者和解说团队的其他成员 。 * Interpreters may plan programs with reference to both the intellectual development (Piaget’s theory) and social maturity( Selman’s theory) of the youth that they serve . 解说者规划解说项目可能同时考虑他们所服务的青少年的智力发展（ Piaget’s theory）和社会成熟水平（ Selman’s theory）。 Likewise, exhibit planning and design can consider the developmental characteristics of children. By providing quality learning experience aimed at young children and their families, museums and visitor centers will play a more influential role in the 21st century. 同样，展览规划和设计应该考虑儿童的发展特点。通过提供目标为青少年及其家庭的优质学习体验，在21世纪，博物馆和游客中心将起到更有影响的作用。 * 2.3 Moral Development Theory 道德发展理论 Theories of moral development formulated by Kohlberg(1976) and furthered by Gilligan (1982)have important implications for educating protected area visitor. 道德发展理论由Kohlberg(1976) 建立并由Gilligan (1982) 进一步发展对于保护区域游客教育具有重要意义。 Stage Principle Concern Pre-conventional morality 前世俗 characterized by fear of punishment 以对惩罚的畏惧为其特征 Conventional morality 世俗 characterised by attention to the opinions of significant others and societal norms 以对其他人和社会规范的意见的关注为其特征 Post-conventional morality 后世俗 characterised by consideration for justice, fairness and self-respect 对公平、公正、自我尊重的考量为其特征 Table Kohlberg’s stages of moral development * Christensen and Dustin(1989) suggested that managers commun