What are the problems in environmental education of farmhouse eco-tourism in China?

(1) The relevant policies and regulations are not well supervised. In the regulation of policies and regulations, there is an imbalance of "attaching importance to school environmental education and ignoring social environmental education". The reality is that the state has made certain policies and institutional arrangements for school environmental education, obtained certain legal status and policy support, and achieved certain educational effects. However, social environmental education, especially eco-tourism environmental education through eco-tourism activities, has not become the statutory or agreed obligation of eco-tourism developers and managers through corresponding policies and institutional channels, which makes the above-mentioned subjects with environmental education obligations lack the pressure and motivation to carry out environmental education, and their enthusiasm and initiative are difficult to be mobilized.

(2) The source of funds is unreliable. The above-mentioned policies and regulations are not well regulated, which further affects the guarantee of funding sources for the implementation of farmers' eco-tourism environmental education. Because there is no rigid regulation on the source of funds, and there is no flexible guidance on the arrangement of funds, the source of funds for environmental education can only rely on the very uncertain factor of ecological awareness and ecological awareness of unit leaders or decision makers. Therefore, farmers' eco-tourism generally lacks special and sufficient funds for the construction of environmental education facilities and the training of personnel.

(3) The contents and forms of environmental education lack systematic planning. From the practice and research results of environmental education at home and abroad, a complete environmental education should include a series of contents such as environmental knowledge, environmental problems, environmental aesthetics, environmental ethics, environmental law, environmental safety and environmental behavior. However, in reality, the vast majority of farmers' eco-tourism areas lack a systematic understanding of the content and form of environmental education, and the environmental education for eco-tourists often only stays at the level of educating eco-tourists on how to properly dispose of garbage. The form of education is only limited to roadside signs to remind them, or occasionally accompanied by verbal reminders from farmers, and there is no systematic and scientific explanation system for environmental education in tourist areas, with low level and poor effect.

(4) Lack of effective monitoring and intervention on tourists' environmental behavior. The environmental education of farmers' eco-tourism should take the contribution of farmers' eco-tourists in eco-tourism behavior (resource-saving, environment-friendly environmental behavior) as the external behavior goal. In order to achieve this goal, it is necessary to teach environmental knowledge and environmental protection skills to tourists. And guide and monitor their behaviors synchronously, especially remind and discourage tourists' problematic behaviors in time to prevent harmful results. In reality, it is common that the subject of environmental education does nothing to supervise and interfere with the environmental behavior of the object-some tourists create "junk culture" and cause "white pollution" and so on.

(5) Lack of linkage of diverse educational subjects and extensive social participation. Eco-tourism environmental education is a kind of whole-course education, which should run through all aspects of farmers' eco-tourism activities. Organizations related to the six elements of tourism, such as travel agencies, tourist areas, farmers, restaurants, etc. , should become the main body of environmental education, all have the obligation to combine services or products for environmental education. In reality, travel agencies and tourist areas still have certain "actions" in environmental education, while other organizations and individuals often fade out of the vision of environmental education and fail to show their due "actions". In addition, other pluralistic subjects (such as scientific research institutions and mass media) other than tourism enterprises and institutions have not participated in the environmental education before and after the tour with sufficient breadth and depth, and have not yet played their due role in environmental education.

(6) There is a serious lack of relevant academic research. The environmental education of farmhouse eco-tourism needs the theoretical guidance of pedagogy, psychology and other related scientific research achievements in order to achieve the best educational effect. However, the reality is that academic research on eco-tourism environmental education at home and abroad is extremely scarce, and the situation in China is even worse.