《园林》学刊·卷首语（2023.05）丨回归风景园林教育的本原

本期专题

专题：风景园林教育教学创新实践 

INNOVATIVE PRACTICE OF LANDSCAPE ARCHITECTURE EDUCATION AND TEACHING

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·全文刊登于《园林》2023-05期P01

·全文引文格式：张浪.回归风景园林教育的本原[J].园林,2022,40(05):01.

   卷首语   

回归风景园林教育的本原 

Returning to the Origin of Landscape Architecture Education

2022年12月9日，世界慕课与在线教育大会发布《无限的可能——世界高等教育数字化发展报告》（以下简称《发展报告》）。《发展报告》作为中国牵头编制的世界首份高等教育数字化战略报告，契合当前数字化浪潮下高等教育数字化发展的大势，并提出了构建数字化转型全球高等教育共同体，推动全面发展指向的数字化育人模式创新，坚守数字化时代的教育规律和教育伦理等6大倡议。党的二十大锚定了教育发展的新方向，提出深入实施科教兴国战略，必须扎实下好优先发展教育事业这步“先手棋”。在此背景下，推进教育数字化战略行动，构建网络化、数字化、个性化、终身化的教育体系，加快构建“大思政课”育人格局是教育现代化发展的新领域和新赛道。

当今，学科专业教育模式被动地卷入从封闭到开放、静态到动态、固化到变化的背景下，正在经历快速的更迭，但不管如何更迭，其本原应是不变的。风景园林学，究其本原，是研究户外宜居空间及其与环境关系的学科，其主要研究领域有生境识别评估、人居行为规律、自然文化资源保护利用，再生工程设计建造方式促进生态平衡及服务价值供给，以及智能辅助、营建材料与设施设备等等。因此，风景园林学科的基本属性是在牢牢把握其本原前提下，兼顾其过程性和开放性特点，从而其教育必然是一种“过程概念”，能够反映教育活动的过程属性。最新发布的《研究生教育学科专业目录（2022年）》，对于风景园林专业学位培养的调整，使得风景园林教育面临更广阔的应用界面和更严峻的学科本原考问，必将导致风景园林教学内容及方式的改革转型。

本期专题“风景园林教育教学创新实践”，兼顾思想理论探讨和技术路径实践探索。在思想理论层面，研讨了新时代风景园林设计课程“全过程和开放式”的构建思路；剖析了风景园林专业国际化教育教学发展的趋势；归纳了依托理论课程提升学生国际化设计思维能力的方法；挖掘了教学实践中的课程思政育人目标与教学活动设计；总结了基于社区花园实践的“校企地”共建背景下的思政育人模式。关于风景园林教育的思想理论研讨，对于树立文化自信、培养家国情怀、提升文化素养具有重要价值。在技术路径层面，为响应教育部“数字化赋能高等教育高质量发展”的要求，探索了基于虚拟现实技术和基于计算机自适应技术的风景园林历史课程教学改革与创新路径，为风景园林课程的数字化转型提供技术支撑。

“不到园林怎知春色如许”，钱学森先生在谈园林学时表示“园林艺术是我国创立的独特艺术部门；中国园林艺术是文化遗产里的一颗明珠，有几千年的辉煌历史；对风景园林艺术，我们要挖掘，要研究，要不断前进”。正如钱先生所说，风景园林学是一门继往开来的学科，在生态文明美丽中国建设及中华优秀传统文化传承中，发挥着重要作用，其学科本原、传承价值、育人模式等，正是当代风景园林人，特别是风景园林教育人需深入思考和探索的问题。

On December 9th, 2022, the World Conference on Catechism and Online Education released The Infinite Possibilities- World Higher Education Digital Development Report (hereinafter referred to as The Development Report). The Development Report, as the world’s first strategic report on the digitalization of higher education led by China, fits the current trend of digital development of higher education under the wave of digitalization, and puts forward six major initiatives such as building a global higher education community for digital transformation, promoting innovation in digital education models pointed to comprehensive development, and adhering to the laws of education and education ethics in the digital era. The 20th National Congress of the Communist Party of China has anchored a new direction for education development, proposing to deeply implement the strategy of revitalizing the country through science and education, and must solidly take the “first step” of prioritizing the development of education.In this context, promoting the strategic action of education digitization, building a networked, digital, personalized and lifelong education system, and accelerating the construction of a “big thinking course” education pattern are new areas and new tracks for the development of education modernization.

Nowadays, the professional education model of the discipline is passively involved in the context from closed to open, static to dynamic, solidified to change, and is undergoing rapid changes, but no matter how it is changed, its origin should be the same. Landscape architecture, in its original nature, is the study of outdoor livable space and its relationship with the environment. Its main research fields include habitat identification and assessment, human settlement behavior laws, protection and utilization of natural and cultural resources, promotion of ecological balance and supply of service value through engineering design and construction, as well as intelligent assistance, construction materials and facilities. Therefore, the basic attribute of landscape architecture discipline is to give consideration to its process and openness while firmly grasping its original premise, so that its education is necessarily a “process concept” that can reflect the process attributes of educational activities. The newly released Catalogue of Graduate Education Disciplines (2022) has adjusted the degree training of landscape architecture, which makes landscape architecture education face a broader application interface and a more severe discipline examination, which will inevitably lead to the reform and transformation of landscape architecture teaching content and methods.

The topic of this issue, “Innovative Practice of Landscape Architecture Education and Teaching”, takes into account both ideological and theoretical discussions and practical exploration of technical paths. At the ideological and theoretical level, the construction ideas of “whole process and openness” of landscape architecture design courses in the new era were discussed; the trend of international education and teaching development of landscape architecture majors was analyzed; The methods of relying on theoretical courses to enhance students’ international design thinking ability were summarized; The design of teaching activities and the objectives of the curriculum in teaching practice were explored; The mode of ideological education in the context of “school-enterprise-local” co-construction based on the practice of community garden was summarized. The ideological and theoretical discussion on landscape gardening education is of great value in building cultural confidence, cultivating national sentiment and improving cultural literacy. At the level of technical paths, in response to the Ministry of Education’s request of “digitalization to enable high-quality development of higher education”, the reform and innovation paths of teaching landscape gardening history courses based on virtual reality technology and computer adaptive technology were explored to provide technical support for the digital transformation of landscape gardening courses.

“You can’t know spring without gardens”, Mr. QIAN Xuesen said when talking about gardening, “Garden art is a unique art department created in China; Chinese garden art is a pearl in cultural heritage, with a glorious history of thousands of years; for landscape architecture art, we need to dig, study, and keep moving forward”. As Mr. QIAN said, landscape architecture is a discipline that carries forward the past and ushers in the future. It plays an important role in the construction of ecological civilization and beautiful China as well as in the inheritance of Chinese fine traditional culture. Its learning roots, inheritance values, and education models are exactly the problems that contemporary landscape architects, especially landscape architecture educators, need to deeply think and explore.

Editor-in-Chief

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