基于“场景交互+PBL”的景观设计课程教学改革研究——以交通景观设计课程为例  

Research on Teaching Reform of Landscape Design Course Based on"Scene Interaction+PBL"——Taking the Course of Traffic Landscape Design as an Example

作　　者：全利[1] 杜涛[1] 李丽华[1] Li Quan;Tao Du;Lihua Li(Chongqing Jiaotong University,Chongqing 400074)

机构地区：[1]重庆交通大学,重庆400074

出　　处：《教育思想理论研究》2024年第6期69-71,共3页

基　　金：重庆市高等教育教学改革研究项目“新文科视阈下环境设计专业跨学科课程体系构建”(项目编号:233264);重庆市社会科学规划项目“成渝地区双城经济圈高带公路服务区环境品质提升方法研究”(项目编号:2021PY71);重庆市教育教学数字化转型专项(项目编号:234059)。

摘　　要：在当今教育不断发展与创新的时代,探索有效的教学方法对于提升课程质量至关重要。景观设计作为一门综合性强、注重实践与创新的学科,其教学方法的改革势在必行。场景交互能够让学生身临其境地感受不同的景观场景,增强对实际问题的认知和理解。通过模拟真实的交通景观环境,学生可以更好地把握设计要素和需求。而PBL(项目式学习)以问题为导向,激发学生的主动探索精神和解决实际问题的能力。对此,本文以交通景观艺术设计课程的“场景交互+PBL”教学改革为例,通过研究基于“场景交互+PBL”的景观设计课程教学概述,分析基于“场景交互+PBL”的景观设计课程介绍以及问题,在此基础上探讨基于“场景交互+PBL”的景观设计课程教学改革策略,以期为设计类课程深度的项目式教学改革提供参考。In the era of continuous development and innovation of education,it is very important to explore effective teaching methods to improve the quality of courses.As a comprehensive subject,landscape design pays attention to practice and innovation,and its teaching method reform is imperative.Scene interaction can make students feel different landscape scenes and enhance their cognition and under-standing of practical problems.By simulating the real traffic landscape environment,students can better grasp the design elements and needs.PBL(project-based learning)is problem-based,which can stimulate students'active exploration spirit and ability to solve practical problems.In this regard,this paper takes the teaching reform of"scene interaction+pbl"in the course of traffic landscape art design as an example,studies the teaching overview of landscape design course based on"scene interaction+pbl",analyzes the introduction and prob-lems of landscape design course based on"scene interaction+pbl",and discusses the teaching reform strategy of landscape design course based on"scene interaction+pbl",in order to provide reference for the project-based teaching reform of design courses.

关 键 词：场景交互 项目式教学 交通景观艺术 

分 类 号：G642[文化科学—高等教育学]