研学旅行作为课内外学习空间的联结，逐渐被学校、家长以及社会相关主体所关注。本研究以C市D校两个班学生为研究对象，探究基于儿童视角的研学旅行的现实样态。结果表明，儿童作为研学旅行的主体，就“研学旅行”的概念认知存在差异。在儿童眼中，研学旅行首先要“好玩”，儿童能够对“玩”和“学习”的关系形成初步认知。研学旅行作为儿童的第三空间，是自主兴趣驱动的立体空间，儿童的快乐情绪在其中被唤起，重构其经验认知。同时，儿童在情感上也获得关照，回归自然与自得其乐。基于此，为更好地从儿童视角开展研学旅行活动，未来研究需从对话机制、合作项目活动和闲暇理念等方面展开深入探究。

Study tours, as a link between in-class and out-of-class learning spaces, are gradually attracting attention from schools, parents and relevant social stakeholders. This paper takes junior high school students from two classes in City C as the research subjects to explore the current state of study tours from a child's perspective. The results show that children, as the main participants in study tours, have varying understandings of the concept of "study tours." In the eyes of children, study tours must fi rst be "fun," and children can form a preliminary understanding of the relationship between "playing" and "learning." Study tours, as a third space for children, are a three-dimensional space driven by autonomous interests, where children's positive emotions are aroused, reconstructing their experiential cognition. At the same time, children receive emotional support and return to nature and self-enjoyment. Based on this, to better conduct study tour activities from a child's perspective, further indepth research is needed on dialogue mechanisms, cooperative project activities and the concept of leisure.