From "The Forest Does Not Speak" to "The Forest Is the Classroom" ——Learning from German Forest Education Guidelines to Explore a PBL-Based Study Tour Curriculum System in the Age of AI

Current school-based study tours in China suffer from vague curriculum objectives, disconnection from national curriculum standards, and fragmented articulation across grade levels, while the rapid proliferation of AI has intensified the question of what makes education irreplaceable. This paper draws on Germany’s Waldpädagogik-Richtlinien (Forest Education Guidelines) as a reference framework, systematically analyzing its three core principles — experience-oriented learning, the multifunctional living space of forests, and age-inclusive yet risk-controlled participation — along with its transferable pedagogical toolkit. It argues that authentic forest experiences serve as a vital counterforce against “digital hollowing-out” in the AI era. Based on China’s Compulsory Education Curriculum Plan (2022 Edition) and related subject standards, this study designs a four-stage progressive PBL curriculum centered on “one tree” for Grades 1–2, 3–4, 5–6, and 7–9, integrating interdisciplinary content, coherent articulation across stages, and AI-enabled scaffolding. The paper concludes with practical recommendations for teacher preparation, site–curriculum alignment, portfolio-based assessment, and safety management, offering an actionable framework for frontline educators and curriculum developers.