Cognition and Attitude of Secondary Students towards Based on Tea Cultural Heritage Education Situation in Wuyi Mountain

Abstract

Wuyi Mountain is globally renowned as a site of immense natural and cultural significance, designated as a world natural and cultural heritage site. Its profound tea cultural heritage amplifies its overall importance. Local students serve as the primary custodians and proponents of this heritage, making their understanding and attitudes pivotal for its sustainable development. Despite this, there is a noticeable lack of research delving into the current state of students' awareness and attitudes regarding tea cultural heritage, particularly in the context of local school education. This study seeks to bridge this gap through quantitative research methods, shedding light on local students' cognition and attitudes towards tea cultural heritage. The findings reveal that local students' cognition of tea cultural heritage, particularly in advanced cognitive skills such as "synthesis" and "application," is limited. While students generally hold a positive view of tea culture, they encounter challenges in translating these values into their daily lives. To foster a more comprehensive understanding and appreciation of tea cultural heritage among students, it is essential to critically assess and adapt educational strategies, ensuring the effective preservation and sustainable development of this invaluable heritage.