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.