地理学报

地理学报 ›› 2011, Vol. 66 ›› Issue (6): 821-830.doi: 10.11821/xb201106011

• 旅游地理 • 上一篇    下一篇

小尺度环境地形认知与空间行为的关系分析——以南京大学浦口校区为例

蒋志杰1, 张捷1, 李丽1, 聂守宏2   

  1. 1. 南京大学地理与海洋科学学院, 南京 210093;
    2. 南京大学金陵学院, 南京 210089
  • 收稿日期:2010-08-19 修回日期:2010-12-24 出版日期:2011-06-20 发布日期:2011-06-20
  • 通讯作者: 张捷, 教授, 中国地理学会会员(S110001858M)。E-mail: jiezhang@nju.edu.cn
  • 作者简介:蒋志杰(1974), 博士生, 主要研究领域: 行为地理学。E-mail: jiangzhijie740219@163.com
  • 基金资助:

    国家自然科学基金项目(40871072)

Research on Interactive Relationship between Terrain Cognition and Spatial Behavior in Small-Scale Environment: A Case Study of Pukou Campus in Nanjing University

JIANG Zhijie1, ZHANG Jie1, LI Li1, NIE Shouhong2   

  1. 1. School of Geographic and Oceanographic Sciences, Nanjing University, Nanjing 210093, China;
    2. Jingling College, Nanjing University, Nanjing 210089, China
  • Received:2010-08-19 Revised:2010-12-24 Online:2011-06-20 Published:2011-06-20
  • Supported by:

    National Natural Science Foundation of China, No.40871072

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摘要： 地形认知与空间行为间的交互影响是重要的人地关系,也是行为地理学近期重视的课题,但相关研究甚少。为考察日常活动中的上述交互作用,文章选择南大浦口校园为案例区,在预研究基础上,采用分层比例抽样,分别抽取认知与行为样本,并运用言语描述和草图方法获得被试的认知与行为数据。随后,通过绘制公共地形认知与行为地图及地理环境编码等定性方法,同时使用空间叠置与缓冲区及偏相关定量分析方法,得到以下结论：① 被试在认知地图中已编码了地形高程的等级秩序,基本认知了研究区的地形空间格局。② 校园行为节点以必要性活动场所为主,自发性活动与社会性活动场所为次；必要性活动路径分布于校园南部,呈直线,两端连接生活区和教学区；而自发性活动路径离散分布,连接更多的运动场所和环境景点。③ 地形认知与空间行为存在交互影响,具体表现为：地形认知影响了行为的空间格局,但此影响受行为的动机和效率认知的调控；反之空间行为是影响地形认知的主要因素,其影响受行为的动机与持续时间的调控。④ 宿舍位置是影响地形认知与空间行为交互作用的主要因素,而性别与学科的影响不显著。最后探讨了研究不足及发展方向。

关键词: 地理环境认知, 地形认知, 空间行为, 交互作用, 认知地图, 探路, 人地关系

Abstract: Although the interactive relationship between terrain cognition and spatial behavior plays an important role in human-environment relationships, few studies have explored this issue which has been recently paid more attention in behavioral geography. To examine such relationship in daily activities, the Pukou Campus in Nanjing University is chosen as a study area. On the basis of pre-research, the stratified proportional sampling method is used to obtain the samples in the survey of the terrain cognition and spatial behavior respectively, while sketch mapping and verbal description methods are also employed to collect the data. Then the data were analyzed by using the coding method of the geographical elements and attributes, public maps of terrain cognition and spatial behavior, overlay and buffer analysis, bias correlation. Some conclusions can be drawn as follows: (1) The rank orders of elevation cognition of terrain have been coded in subject's cognitive map, and most parts of spatial pattern of terrain in the case area have been recognized. (2) Most major points of campus activities are correlated with requisite activities, while more minor points of campus activities are in relation to spontaneous activities and social activities. The routes of requisite activities which lined the living area and teaching area are straight-line and distributed in south of the campus. Moreover the routes of spontaneous activities which lined more stadium and landscape are scattered in campus. (3) There is interactive relationship between terrain cognition and spatial behavior. The spatial pattern of behavior is influenced by terrain cognition, but such influence is mediated by the motive and cognition of efficiency. The spatial behavior is among the dominant factors of terrain cognition and vise versa, and its effect is mediated by the motive and period of behavior. (4) It is the location of dorm instead of gender and subject that significantly influences the interactive relationship between terrain cognition and spatial behavior. Finally the insufficiency and future direction of research is discussed.

Key words: geographical environment cognition, terrain cognition, spatial behavior, interactive relationship, way finding, human-environment relationships