The advantage of research travel is that it can go beyond the limitations of schools, classrooms and textbooks and extend to the natural environment, students' life fields and the time and space of social activities. Although primary and secondary schools are carrying out research travel courses in full swing, the actual situation has not achieved the expected results, and there are still many places to be improved. Wang Xiaoyan, director of the Research Institute of the Education Development Research Center of the Ministry of Education, believes that there are three major problems in the study tour in primary and secondary schools.
First of all, the educational objectives of travel courses are unclear. At present, there is no unified cognitive and rational analysis of what kind of ability, character and accomplishment students should cultivate through study tour. Many learning activities don't have a clear educational theme, and they don't combine students' physical and mental characteristics to design and set appropriate contents and goals for different classes in primary schools, junior high schools and senior high schools. But "stepping on watermelon skin, wherever you go", which is very random and the educational effect is not ideal.
Secondly, the educational content of travel courses is superficial. Some research activities are simple in content, and most of them organize students to visit and browse collectively, simply staying in eye and ear classes. They don't allow students to have profound experience, let alone improve their ability. They have feelings, attitudes and values, and the quality of education is not high.