With the development of tourism, the original sightseeing tour can no longer meet people's tourism needs. Driven by the motivation of exploring the unknown world and pursuing a complete life experience, tourists' tourism forms have developed from leisure tourism to educational tourism that enriches their personal cognition, and from adventure tourism to adventure tourism; The purpose of tourism has changed from "visiting here" and "taking a look" to "getting some feeling" and "having any experience". Therefore, the goal of tourism project design has changed from "exploring superior resources and improving service functions" to "pursuing what kind of experience and feelings tourism projects can give tourists", which makes the experience attribute of tourism process become the core issue of tourism project development and design. 1. toffler, the author of The Third Wave, predicted the coming of the experience economy in his book The Influence of the Future published by 1970. Toffler believes that experience economy is an economic form after the tide of agricultural economy, manufacturing economy and service economy, and businesses will win by providing experience services. Pine and Gilmore( 1998) pointed out the coming of the experience economy era in Harvard Business Review. And put forward that experience is to create activities worthy of consumers' memories around consumers with services as the stage and commodities as props. They divide experience into four categories: recreation, education, escape and aesthetics; The experience that makes people feel the richest must cover four aspects at the same time, that is, the "dessert experience" where four aspects intersect [1]. The theory of experience economy has also penetrated into the tourism industry, resulting in the study of "experience tourism". Scholars at home and abroad have deeply studied the connotation of experience tourism, experiential design of tourism projects, experiential marketing and management of tourism. Regarding what is experience tourism, it is generally believed that "experience tourism" is a humanized and personalized tourism consumption activity with tourism enterprises as the stage and props, with tourists' participation and interaction as the main features, so that tourists can get various sensory stimuli and spiritual shocks [2]. Prentiss and Witt's comprehensive research pointed out that the levels of tourism experience are divided into getting rid of tension, enjoying nature, learning, enjoying value and creating; And think that because there are many types of tourists, the types of experiences they seek are different; But the standard of experience is to make the tourists finally achieve the feeling of "fluency". Regarding the importance of experiential tourism, Zou Tongqian (2003) thinks that ignoring the tourist experience is the most important reason for the failure of Chinese tourist attractions. The reason why scenic spots can't attract tourists is because the products of scenic spots can't make tourists have a "comfortable" travel experience. Therefore, how to make tourists have full personal experience in the process of tourism has become the core issue of tourism project development. Pine and Gilmore put forward five ways to shape the experience attribute of tourism projects: themed experience, strengthening the theme impression with positive clues, eliminating negative impressions, providing souvenirs and paying attention to the sensory stimulation to tourists [1]. Zou Tongqian (2003) believes that in order to create a pleasant travel experience, we should adhere to four principles: difference, participation, authenticity and challenge. Differences, through the analysis of differences to shape the uniqueness of the project, constantly bring freshness to tourists and meet personalized requirements. Participation, through the physical participation and spiritual participation of tourists, makes tourists' experience of scenic spots more profound, vivid and concrete. Authenticity, providing tourists with a real experience environment and promoting tourists to experience the real historical scene or national cultural atmosphere. Challenging, by participating in moderately challenging projects, tourists can really forget themselves and get rid of daily chores [2]. Wei Xiaoan and Wei Shihua (2004) put forward that the experience design of tourism projects needs to pursue differences in visual design, activity design, sound design, taste design and tactile design, so as to produce the characteristics of tourism products, and realize all-round participation experience by mobilizing tourists' senses such as vision, taste, smell and hearing, so as to fully understand the connotation and characteristics of tourism destinations. These design ideas and principles only emphasize the stimulation of tourists' senses to arouse tourists' experience of tourist destinations, which satisfies the development of the experience attribute of general tourism projects to a certain extent, but cannot meet the requirements of the experience attribute of outdoor education tourism projects. This is because outdoor education tourism has its unique goals and pursuits. Second, the connotation, characteristics and requirements for experience attribute of outdoor educational tourism mean that participants go out of classrooms and laboratories to experience nature by themselves; Participate in social services; Conduct field investigations, visits, visits and experiments; Design and produce craft works and carry out real activities such as production. Through practice, experience, reflection and sharing, we can perceive the meaning of the activities and realize the learning objectives. The task of outdoor education tourism is to use environmental resources to help students understand the laws of various disciplines, understand the relationship between people and the environment, and assist scientific, artistic and social research; Its goal is to improve personal life learning attitude and physical adaptability through outdoor activities, promote the development of life skills and social skills, and enhance the understanding of the natural environment. Therefore, outdoor educational tourism is not only a simple tourism process, but also an educational process that books and classrooms cannot replace. At the same time, outdoor educational tourism is not a regular learning process, but an experiential learning process. This learning process is a learner-centered process, which develops knowledge, skills and attitudes on the basis of experiencing and thinking about various experiences, so as to reflect the intrinsic value of learners and glow their vitality. It combines "doing and learning", that is, individuals gain personal experience through full participation in practical activities, acquire new attitudes and beliefs through observation and reflection on the process of differentiation among groups, and integrate them into future solutions or strategies to achieve educational goals or visions. Therefore, outdoor educational tourism puts forward special requirements for "experience attribute". Visitors should not only learn, but also learn in the process of experience; We should not only experience the leisure and entertainment of general tourism activities, but also expand our physical fitness, enrich our knowledge of human geography and enhance our team spirit in tourism activities, which plays an important role in improving the comprehensive quality of participants. However, at present, the project design of outdoor educational tourism lacks the experience attribute, and it is still inseparable from the primary education learning mode of "active teaching" and "passive learning". Whether it's a popular science education trip to a science museum or a bilingual summer camp aimed at improving language ability, its activity mode is still that the receiver is responsible for the "transmission", "teaching" and "interpretation" of knowledge; Tourists are always in a passive position, responsible for "receiving", "receiving" and "listening" knowledge. Compared with classroom teaching, this method only changes the teaching place and form, and lacks the all-round experience and feeling of the environment and activities. Third, the principle of experiential design of outdoor educational tourism projects Since we want to increase the experiential attributes of outdoor educational tourism projects, what is experiential design? Shezov's definition of experience design is: experience design is a process in which consumers participate in the design, and enterprises take service as the stage, products as props and environment as the setting, so that consumers can feel a beautiful experience in the process of operating the environment. Therefore, the experience design of tourism projects can be summarized as the premise of tourists' participation, the core of the project process experience, the scenic spot as the stage, the tourism environment as the setting, and the tourism service as the support. The participation of tourism projects is the performance process of tourists. Experiencing tourism should make tourists meet their psychological needs, gain unique feelings and show their personality characteristics through tourism projects. The overall goal is to make tourists feel a wonderful experience in the activity, which will leave visitors with a unique, unique, unrepeatable and unforgettable feeling. The experience design of tourism projects needs designers to analyze tourists' psychological needs, observe with tourists' eyes, seek with tourists' preferences and measure with tourists' feelings, thus creating a whole-hearted experience for tourists. However, no matter how to mobilize and stimulate tourists' senses such as vision, taste, smell and hearing, it can only give tourists a happy experience, without the process of developing knowledge, skills and attitudes based on experiencing and thinking about various experiences, reflecting learners' intrinsic value and rejuvenating. Therefore, in the project, we should not only achieve sensory stimulation and excitement, but also find problems and differences through comparison, understand the law through thinking and communication, and adjust the behavior concept through application. Therefore, the design of outdoor educational tourism projects should not only stimulate the senses and experience the situation, but also fully realize its experience attribute through observation and reflection, abstract generalization and action application. Analysis of Four Links in Experiential Design of Outdoor Education Tourism Projects In order to highlight the experiential nature of outdoor education tourism projects, it is necessary to deeply analyze the key points of the four links of the project: experience scene, observation and reflection, abstract generalization and action application. Experience the scene. That is, participants perceive the environment through their senses and get results through participating in activities. Therefore, this link must be able to adjust emotions through sensory stimulation, mobilize the body through activities, create "touching the scene" through the setting of the environment, and realize "scene blending" through activities. So that participants can get physical exercise, mental activity and emotional excitement, and achieve the sweetest experience of entertaining, escape and aesthetics. For example, in the setting of rock climbing activities, the setting of "scenery" should be able to arouse the feeling of fear and overcome the desire; The activity process includes physical exertion, intellectual use and emotional excitement; The result of "scene blending" is a challenge to the limit of physical strength, a sharpening of will ability, a conquest of nature, and an improvement of step-by-step lifestyle. Observe and think about design. This is the embodiment of the characteristics of "education" in educational tourism, the fundamental difference between educational tourism and general tourism activities, and the link that general tourism activities do not have. After the completion of any activity, we should guide the participants to perceive the differences (individuals and teams) in the activity, find out the problems and deficiencies from the differences, and provide reflection and evaluation by the legal paper www.lawlunwen.com, so as to gain new knowledge and achieve the purpose of education. But this is not a process of evaluating the results, but a process of self-experience that guides students to objectively understand themselves, others and the environment. Abstract generalization. This link requires theoretical refinement of observation and reflection, so that participants can gain theoretical understanding of relevant knowledge, which is particularly important in scientific and technological experiments. This link needs enlightening guidance on the results of activities, so that participants can draw conclusions instead of instructing teachers to tell them directly, avoiding the direct "transfer", "grant" and "solution" of knowledge and changing the passive learning mode of knowledge. Mobile applications. This link needs to re-apply personal cognitive experience to improve knowledge and ability. Therefore, each sub-project is required to be continuous, and the problems reflected and summarized in the previous sub-project are reflected and required in the next project, so that participants can practice the reflection results in time and feel the improvement of their ability or knowledge, so as to increase their self-confidence and sense of accomplishment. For example, the last project was mainly to let participants experience teamwork, and the next project must have teamwork factors. Therefore, the design of educational tourism projects must be a systematic work, and how to connect and coordinate each sub-project must be carefully considered. 5. Conclusion The outdoor education tourism project is neither a simple tourism activity nor a general education link. It is different from the general form of education in that participants can be educated and promoted in the process of activities. Generally, the design method that only pays attention to arousing tourists' senses cannot meet the requirements of their experience attributes. Only through the careful analysis and comprehensive application of four links: experience scene, observation and reflection, abstract generalization and action application, can the outdoor educational tourism project have both the entertainment and participation of tourism activities, as well as the knowledge and learning of the educational process, and truly achieve the purpose of entertaining education and realizing educational tourism.