Academic Journal of Architecture and Geotechnical Engineering, 2022, 4(2); doi: 10.25236/AJAGE.2022.040201.
Weilu Chen
School of Architecture, South China University of Technology, Guangzhou, China
With the continuous improvement of people's living standards, children's natural education has gradually entered the public's field of vision and has begun to receive widespread attention. Taking Shijing Village of Mountain in Fujian Province as an example, this paper profoundly discusses the design strategy of rural children's nature education camp based on Rousseau's concept of natural education to find an effective way to reconnect families, children, and nature, to promote the healthy development of children's physical and mental health, and to help the countryside. Revitalize to explore new approaches and strategies.
children education camp; countryside; nature education; design strategy
Weilu Chen. Research on the design of children’s nature education camp guided by rural natural experience -- a case study of Children's Natural Education Camp in Shijing Village. Academic Journal of Architecture and Geotechnical Engineering (2022) Vol. 4, Issue 2: 1-6. https://doi.org/10.25236/AJAGE.2022.040201.
[1] MARTINA REUTER. (1999). Merleau Ponty's notion of pre-reflective intentionality. Synthese, 118(1), 69-88.
[2] Coombes, E., Jones, A. P., & Hillsdon, M. (2010). The relationship of physical activity and overweight to objectively measured green space accessibility and use. Social science & medicine, 70(6), 816-822.
[3] Augé, M. (1996). Introduction to an Anthropology of Supermodernity.
[4] Muradian, R., & Pascual, U. (2018). A typology of elementary forms of human-nature relations: a contribution to the valuation debate. Current opinion in environmental sustainability, 35, 8-14.
[5] Lawn, M. (2001). Borderless education: Imagining a European education space in a time of brands and networks. Discourse: studies in the cultural politics of education, 22(2), 173-184.
[6] Shucksmith, M. (2004). Young people and social exclusion in rural areas. Sociologia ruralis, 44(1), 43-59.
[7] Silverman, L. K. (2017). The construct of asynchronous development. In Charting a New Course in Gifted Education (pp. 36-58). Routledge.
[8] Tondeur, J., Herman, F., De Buck, M., & Triquet, K. (2017). Classroom biographies: Teaching and learning in evolving material landscapes (c. 1960‐2015). European Journal of Education, 52(3), 280-294.
[9] Beasy, K., Grant, R., & Emery, S. (2021). Multiple dimensions of safe space for LGBTQ students: school staff perceptions. Sex Education, 1-14.
[10] Dettmer, P. (2005). New blooms in established fields: Four domains of learning and doing. Roeper review, 28(2), 70-78.
[11] Driessnack, M. (2009). Children and nature-deficit disorder. Journal for Specialists in Pediatric Nursing, 14(1), 73.
[12] Afrianto, A. (2018). Being a professional teacher in the era of industrial revolution 4.0: opportunities, challenges and strategies for innovative classroom practices. English Language Teaching and Research, 2(1).
[13] Barney K. China and the production of forestlands in Lao PDR: a political ecology of transnational enclosure [J]. Taking Southeast Asia to market: commodities, nature, and people in the neoliberal age, 2008: 91-107.
[14] Beatley, T. (2011). Biophilic cities: integrating nature into urban design and planning. Island Press.
[15] Pyle, R. M. (2002). Eden in a vacant lot: Special places, species, and kids in the neighborhood of life. Children and nature: Psychological, sociocultural, and evolutionary investigations, 305-327.