研学旅行是由教育部门和学校有计划地组织安排，通过集体旅行、集中食宿方式开展的研究性学习和旅行体验相结合的校外教育活动，是学校教育和校外教育衔接的创新形式，是教育教学的重要内容，也是综合实践育人的有效途径。为避免研学旅行成为镜花水月，课程化是研学旅行的出路，研究研学旅行的课程开发与课程实施有着重要意义，本文借助古德莱德的课程层次理论对S小学的研学旅行课程的五种课程样态进行审视。本研究以北京市F区的S小学为个案，以参加过研学旅行的46位教师和346位五、六年级的学生为研究对象进行问卷调查，以S小学的校长、研学旅行课程负责人、李老师、四名六年级学生为访谈对象，并在S小学收集研学旅行课程开发和实施的相关实物资料，运用SPSS进行数据分析，运用类属分析法对文本进行分析。经研究，得出以下结论：

在课程开发的实践探析中，主要包含了三个类属：（1）课程开发背景，包含了S小学开发研学旅行课程的原因以及课程开发的支持系统；（2）课程开发环节，包括课程目标的确立、课程内容的选择、课程内容的组织和课程评价的构建；（3）课程开发历程，S小学的课程开发经历了游学课程和研学课程两个阶段。

在课程实施的现状中，包含了五个方面：（1）研学旅行课程的认识与态度方面，调查显示，师生对此均有较正确的认识，并认为学校应当开设研学课程；（2）在研学旅行课程的满意度方面，师生对课程总体以及课程目标、内容、组织、评价都较满意，教师满意度略高于学生；（3）在研学旅行课程实施的过程方面，S小学的研学旅行课程包括对研学前的准备、研学中的教师指导、评价、学生表现和研学后的评价；（4）在研学旅行课程实施的效果方面，师生均认为效果非常好，其中研学后学生在合作意识增强、增进了同学和教师间的情感两方面有明显的变化；（5）在研学旅行教师培训方面，教师培训较少，但已纳入S小学下一阶段的重点工作中。

对S小学研学旅行课程的样态进行分析，发现：（1）理想的课程，体现为学校坚持自主教育的理念、“少就是多”的课程观以及教师成为课程开发的主体；（2）正式的课程得到了校内师生的支持，但其形成主要依赖于旅行社；（3）领悟的课程，教师能较好认识开发的必要性，对学生研学后的改变有所感悟，领悟处于宏观、一般的层面；（4）运作的课程，体现了自主教育理念、忠实的课程实施取向，研究性学习与走马观花并存；（5）经验的课程，自主教育理念得到一定的落实，师生之间人际关系获得了发展。

最后，本研究对S小学研学旅行课程的开发和实施进行了讨论，主要包括：（1）在课程开发方面，S小学的课程开发是动态向前的过程，但仍存在课程目标表述模糊，未成体系，课程评价内容单一；（2）课程实施现状方面，师生对研学旅行课程的认识程度较高，课程实施效果好，且课程内容的组织体现了S小学的特色；（3）教师课程开发能力有待提升。针对开发与实施中存在的问题，本研究提出以下建议：（1）制定基于学校教育理念的课程目标体系；（2）促进研学旅行课程评价内容多元化；（3）给予教师培训专业支持与制度支持。

Study tour is an out-of-school educational activity organized and arranged by the education department and the school in a planned way. It is a combination of research-based learning and travel experience through group travel,collective accommodation. It is an innovative form of the link between schooling and extramural education, an important part of education and teaching, and an effective way to educate people through comprehensive practice. In order to avoid becoming an illusion, curricularizing is the way out of study tour. Research on curriculum development and curriculum implementation of research travel is of great significance. This paper analyzed five course formations of study tour in S Primary School through the theory of curriculum levels. The research takes S Primary School in F district of Beijing as a case. The subjects of the questionnaire are 46 teachers and 346 students of grade 5 and grade 6 who participated in study tour. The interview objects are the principal, course leader of study tour, teacher Li and four students from grade 6. The research collected the relevant material of course development and implementation in S Primary School. SPSS is used for data analysis and category analysis is used to analyze the text. After research, the following conclusions are drawn:

In the practical analysis of course development, there are mainly three categories: (1) Course development background. It includes the reasons for developing study tour course of S Primary School, and the support system of course development.(2) Structure of course development. It includes the establishment of course objectives, the selection of course content, the organization of course content and the construction of course evaluation. (3) The process of course development. Course development in S Primary School has gone through two stages: learning-characterized travel and study tour.

The current situation of course implementation includes five aspects: (1) Teachers’ and students’ cognition and attitude towards study tour course. The survey shows that both teachers and students have a correct understanding and hold that schools should offer study tour courses. (2) Teachers and students satisfaction on the course. Teachers and students are satisfied with the course as a whole as well as the course objectives, contents, organization and evaluation. Teachers' satisfaction is slightly higher than that of students. (3)The implementation process of the course. It includes the preparation for the tour, teacher guidance, evaluation, student performance during the tour, and evaluation after the tour. (4) Effect of study tour course implementation. Both teachers and students think that the effect is pretty good. After the tour, the students' cooperation consciousness has been strengthened and the emotion between the students and the teachers has been improved obviously. (5)Teacher training of study tour. The training is scarce, but it has been incorporated into the key work of next stage in S Primary School.

This paper analyzes the levels of study tour course of S Primary School and finds out that: (1) Ideal curriculum. It embodies that the school adheres to the concept of independent education., owns the curriculum views of "less is more" and hopes teachers to become the main body of course development. (2) Formal curriculum. It is supported by teachers and students, but its formation mainly depends on travel agencies. (3) Perceived curriculum. Teachers understand the necessity of the course development well, and have perception about students’ changes after tour. While the perception is at the macro and general level. (4) Operational curriculum. It embodies the concept of independent education and fidelity orientation of course implementation. Operational curriculum is a coexistence of research-based learning and cursory tour. (5) Experiential curriculum. The concept of independent education has been implemented to some extent and the interpersonal relationship between teachers and students has been developed.

Finally, the study discusses the development and implementation of study tour course in S primary school, mainly as follows: (1) Course development. It is a dynamic and forward process in S Primary School. The course objectives are vague and unsystematic, and the course evaluation content is single. (2) Current situation of course implementation. Teachers and students have a high level of understanding of study tour course. The course implementation effect is good, and the organization of content reflects the characteristics of S Primary School. (3) Teachers’ ability of course development need to be made up. In view of the problems existing in the development and implementation, the following suggestions are put forward: (1) Based on the school education concept, establish a course objective system. (2) To promote the diversification of evaluation contents of study tour course. (3) Provide professional and institutional support for teacher training.