不斷變化與拓展的風(fēng)景園林教育

王向榮

伴隨著改革開放后中國經(jīng)濟(jì)的飛速發(fā)展及社會(huì)的深刻變革，中國風(fēng)景園林的教育、研究和實(shí)踐也在不斷進(jìn)步。經(jīng)過40年的努力，中國風(fēng)景園林已走過了粗放式發(fā)展的過程，開始向更成熟和更高水平的階段邁步：實(shí)踐領(lǐng)域從早期局限于庭園、公園和風(fēng)景區(qū)拓展到今天從庭院到國土的全尺度與全類型，實(shí)踐水準(zhǔn)從早期的折中復(fù)古和盲目模仿到今天的多元?jiǎng)?chuàng)新及優(yōu)秀作品不斷涌現(xiàn)，學(xué)術(shù)研究從聚焦古典園林拓展到涵蓋自然與人文領(lǐng)域的學(xué)科基礎(chǔ)研究、景觀史與造園史、規(guī)劃與設(shè)計(jì)理論、自然與生態(tài)系統(tǒng)、國土景觀、生態(tài)基礎(chǔ)設(shè)施、自然與文化遺產(chǎn)保護(hù)、景觀藝術(shù)與感知、景觀工程與技術(shù)、植物研究與應(yīng)用、景觀績效與評價(jià)等方方面面，高等教育也從歷經(jīng)波折、各自為政到風(fēng)景園林一級學(xué)科設(shè)立后的全面規(guī)范發(fā)展[1]。今天，世界正面臨著政治、經(jīng)濟(jì)、文化格局的巨變，中國經(jīng)濟(jì)的增長方式也面臨結(jié)構(gòu)性轉(zhuǎn)變，在這樣一個(gè)歷史關(guān)鍵時(shí)刻，我們有必要在認(rèn)真回顧風(fēng)景園林學(xué)科發(fā)展歷史的基礎(chǔ)上思考中國風(fēng)景園林教育的未來。

1 風(fēng)景園林教育的內(nèi)容隨著學(xué)科發(fā)展而拓展

風(fēng)景園林學(xué)繼承了幾千年來人類為生產(chǎn)生活而改造自然環(huán)境所積累的藝術(shù)和經(jīng)驗(yàn)，又在應(yīng)對工業(yè)革命之后出現(xiàn)的一系列前所未有的城市問題和環(huán)境挑戰(zhàn)中，結(jié)合現(xiàn)代科學(xué)與技術(shù)，發(fā)展出了廣泛的理論和方法，成為一門視野廣闊的關(guān)于人類生存環(huán)境保護(hù)和建設(shè)的現(xiàn)代學(xué)科。風(fēng)景園林的現(xiàn)代教育也隨之蓬勃發(fā)展[2]。

現(xiàn)代風(fēng)景園林發(fā)展的動(dòng)力一直來自實(shí)踐的需求。19世紀(jì)，最早開始工業(yè)化和城市化的英國出現(xiàn)了城市人口膨脹、住房擁擠、環(huán)境污染嚴(yán)重等諸多嚴(yán)峻問題。為應(yīng)對這些問題，城市公園、田園城市等思想逐步提出并實(shí)施。工業(yè)革命的輝煌成果和負(fù)面影響同樣帶到了美國，奧姆斯特德等人在公園和公園系統(tǒng)、校園、住區(qū)及自然保護(hù)地等方面的規(guī)劃設(shè)計(jì)奠定了美國風(fēng)景園林學(xué)科的基礎(chǔ)。20世紀(jì)初，美國風(fēng)景園林專業(yè)在哈佛大學(xué)初步設(shè)立時(shí)，便定位在一個(gè)相當(dāng)廣泛的范圍內(nèi)，包括了城市公園和綠地系統(tǒng)、風(fēng)景道、居住區(qū)、校園、房產(chǎn)開發(fā)、農(nóng)場和國家公園等[3]。

“二戰(zhàn)”結(jié)束后，美國經(jīng)濟(jì)進(jìn)入了持續(xù)繁榮的時(shí)期。中產(chǎn)階層家庭逐漸遷移到市郊環(huán)境優(yōu)美的新社區(qū)，大企業(yè)也遷往位于郊區(qū)的新基地。市郊居住區(qū)的建設(shè)導(dǎo)致了美國新鎮(zhèn)運(yùn)動(dòng)的復(fù)興，風(fēng)景優(yōu)美的郊外居住區(qū)和企業(yè)園區(qū)成為一個(gè)時(shí)期美國風(fēng)景園林行業(yè)新的實(shí)踐領(lǐng)域。高速公路的建設(shè)改變了傳統(tǒng)的水運(yùn)交通模式，城市濱水地帶得以從碼頭、倉儲(chǔ)、工業(yè)設(shè)施的占據(jù)中解脫出來，這為濱水公共空間的塑造提供了可能。高漲的建設(shè)活動(dòng)促進(jìn)了美國風(fēng)景園林教育的快速發(fā)展，注冊在校的學(xué)生人數(shù)暴漲，大學(xué)隨之設(shè)立了更高級的課程和學(xué)位，教育的內(nèi)容也圍繞著這些實(shí)踐領(lǐng)域展開[4]。

但工業(yè)發(fā)展和城市蔓延也帶來了急劇增加的污染，自然環(huán)境和生態(tài)系統(tǒng)遭到破壞，20世紀(jì)60年代興起的環(huán)境運(yùn)動(dòng)讓更多的人關(guān)注自然和生態(tài)。生態(tài)思想和生態(tài)美學(xué)引導(dǎo)了一系列風(fēng)景園林規(guī)劃設(shè)計(jì)的理論和實(shí)踐。麥克哈格（Ian McHarg）提出適應(yīng)自然特征來創(chuàng)造人類生存環(huán)境的可能性與必要性，他將整個(gè)景觀視為一個(gè)生態(tài)系統(tǒng)，采用因子分層分析和地圖疊加技術(shù)為核心的規(guī)劃方法。麥克哈格也改變了他執(zhí)教的賓夕法尼亞大學(xué)的課程體系，開設(shè)生態(tài)學(xué)、人類生態(tài)學(xué)、地形學(xué)、水文學(xué)以及土壤學(xué)課程，并將系名更改為風(fēng)景園林與區(qū)域規(guī)劃系[5]。

20世紀(jì)70年代開始，景觀規(guī)劃成為德國風(fēng)景園林專業(yè)的一個(gè)重要領(lǐng)域，并發(fā)展出一些特殊的生態(tài)規(guī)劃方法去完善空間規(guī)劃、區(qū)域規(guī)劃和土地利用規(guī)劃[6]。同一時(shí)期，隨著煤炭、鋼鐵等傳統(tǒng)工業(yè)的衰退，德國的一些老工業(yè)基地面臨著環(huán)境污染嚴(yán)重、礦山工廠倒閉、地區(qū)人口減少、失業(yè)率高等環(huán)境、經(jīng)濟(jì)和社會(huì)危機(jī)。為促進(jìn)這些地區(qū)的復(fù)興，德國采取了一系列有效的措施進(jìn)行整治和更新：實(shí)施河流的生態(tài)再生工程，將礦山和工廠改造為大型公園綠地，改善地區(qū)的生態(tài)環(huán)境；改造工業(yè)建筑并重新使用；引入新產(chǎn)業(yè)以促進(jìn)就業(yè)。這些措施賦予了舊工業(yè)基地以新的生機(jī)，也為世界上其他舊工業(yè)區(qū)的改造樹立了典范。棕地修復(fù)、河流生態(tài)再生、工業(yè)遺址再利用，這些在后工業(yè)時(shí)代應(yīng)運(yùn)而生的學(xué)科領(lǐng)域，是20世紀(jì)后30年風(fēng)景園林實(shí)踐和教育高度關(guān)注的方面，影響持續(xù)至今，意義深遠(yuǎn)。

過去的一百多年，人類一直依賴石油和煤炭等燃料來提供生產(chǎn)生活所需的能源。而燃燒這些化石能源排放的二氧化碳等溫室氣體是增強(qiáng)地球表面的溫室效應(yīng)、引發(fā)全球氣候變化的主要原因。極端氣候頻繁光顧地球，冰川消融、海平面上升、自然生態(tài)系統(tǒng)遭到破壞、物種的生存遭到威脅。為應(yīng)對全球氣候變化，從20世紀(jì)90年代開始，韌性城市、減碳低碳等概念和相關(guān)策略成為風(fēng)景園林研究和實(shí)踐的熱點(diǎn)，低影響開發(fā)、韌性設(shè)計(jì)等內(nèi)容進(jìn)入大學(xué)里的課程。

盡管風(fēng)景園林學(xué)是一門綜合性的學(xué)科，但實(shí)踐的需求一直是推動(dòng)學(xué)科發(fā)展的最根本動(dòng)力。社會(huì)生活的改變和科學(xué)技術(shù)的進(jìn)步促使風(fēng)景園林的實(shí)踐范圍不斷擴(kuò)大，并與越來越多的學(xué)科交叉融合。因此，正是人類生存環(huán)境中不斷出現(xiàn)的問題，促進(jìn)了現(xiàn)代風(fēng)景園林學(xué)科領(lǐng)域的延伸和行業(yè)的發(fā)展，也促使風(fēng)景園林教育的內(nèi)容朝向更廣闊更包容的方向拓展。

2 風(fēng)景園林教育應(yīng)與實(shí)踐密切相關(guān)

風(fēng)景園林教育的目標(biāo)是培養(yǎng)能夠?qū)?shí)踐中需要解決的問題進(jìn)行研究、規(guī)劃、設(shè)計(jì)、建設(shè)和管理的人才，因此，我們的教育應(yīng)該讓學(xué)生深入了解風(fēng)景園林實(shí)踐。風(fēng)景園林是綜合性的交叉學(xué)科，涉及園林、建筑、城鄉(xiāng)規(guī)劃、園藝、生態(tài)、市政工程等多學(xué)科的知識(shí)和技能，學(xué)生學(xué)習(xí)的內(nèi)容非常龐雜。但概括起來，風(fēng)景園林教育是要讓學(xué)生研究在實(shí)踐中遇到的問題，了解如何有效地解決問題，掌握實(shí)踐中的方法。具體來說，就是：1）風(fēng)景園林學(xué)科過去發(fā)生過什么？積累了哪些思想、經(jīng)驗(yàn)和技術(shù)？即學(xué)科的歷史背景、經(jīng)典理論和經(jīng)典案例。2）風(fēng)景園林行業(yè)現(xiàn)在正在做什么？面臨哪些問題？怎么解決？有哪些方法？也就是今天的學(xué)科領(lǐng)域、理論研究關(guān)注點(diǎn)及既有成果，當(dāng)代實(shí)踐案例及背后的思想和技術(shù)。

這些學(xué)習(xí)非常重要的目的就是要讓學(xué)生有能力運(yùn)用所學(xué)理論和方法，針對特定場地和對象進(jìn)行規(guī)劃設(shè)計(jì)。理想的情況是，每一個(gè)接受了4年風(fēng)景園林本科教育的學(xué)生都能夠了解這些內(nèi)容并掌握基本的規(guī)劃設(shè)計(jì)技能。在此之后，學(xué)生應(yīng)該根據(jù)自身的特點(diǎn)進(jìn)行有所側(cè)重的學(xué)習(xí)，選擇不同的發(fā)展方向。由于社會(huì)變革越來越迅速、專業(yè)知識(shí)迭代的周期也越來越短，而未來發(fā)展的許多方面又難以預(yù)知，學(xué)生必須具有自我教育和學(xué)習(xí)并將所學(xué)知識(shí)融會(huì)貫通的能力，同時(shí)在一些特定的研究和實(shí)踐領(lǐng)域有所專攻，才能解決今天甚至是未來可能出現(xiàn)的問題。

以往的教育體系都是圍繞著培養(yǎng)風(fēng)景園林規(guī)劃設(shè)計(jì)師來制定的，大量的規(guī)劃設(shè)計(jì)課程訓(xùn)練就是為了在有限的時(shí)間內(nèi)盡快地培養(yǎng)學(xué)生作為設(shè)計(jì)師的能力。但現(xiàn)實(shí)情況是，風(fēng)景園林的整體實(shí)踐除了規(guī)劃設(shè)計(jì)之外，還需要有理論研究、工程建造、植物培育、管理養(yǎng)護(hù)等多重工作。理論上來說，隨著學(xué)科領(lǐng)域的擴(kuò)展，風(fēng)景園林需要越來越多的人才，但分布在不同的環(huán)節(jié)上，則需要有經(jīng)過相應(yīng)訓(xùn)練的專業(yè)人員。因此風(fēng)景園林人才的培養(yǎng)，應(yīng)該在風(fēng)景園林的大框架下，有不同的培養(yǎng)方向，適應(yīng)研究、規(guī)劃設(shè)計(jì)、建設(shè)和管理等不同崗位的需求。雖然規(guī)劃設(shè)計(jì)師的培養(yǎng)是最具難度，也最需要通過高等院校的教育來精心雕琢，但對于一個(gè)健康成熟的風(fēng)景園林行業(yè)，規(guī)劃設(shè)計(jì)師在其中只占據(jù)很小的部分，高校還可以為行業(yè)中的其他職業(yè)方向培養(yǎng)高素質(zhì)的人才，促進(jìn)行業(yè)的全面協(xié)調(diào)發(fā)展。如可以考慮建立一個(gè)1+N的彈性培養(yǎng)模式，學(xué)生在完成一個(gè)基礎(chǔ)但全面的風(fēng)景園林理論和實(shí)踐學(xué)習(xí)的過程后，結(jié)合自身特點(diǎn)，可以選擇某個(gè)專門方向的系列課程，為未來的職業(yè)發(fā)展做好準(zhǔn)備；還可以借鑒建筑學(xué)專業(yè)的經(jīng)驗(yàn)，在本科高年級設(shè)立必要的實(shí)習(xí)環(huán)節(jié)，讓學(xué)生深入了解風(fēng)景園林實(shí)踐的過程。

依據(jù)風(fēng)景園林實(shí)踐內(nèi)容的不同，高等院校的教育需要分層。高水準(zhǔn)和大型的設(shè)計(jì)和工程企業(yè)都集中在一、二線城市，高水平的風(fēng)景園林人才也在這些城市扎堆，而地方上卻人才匱乏，這導(dǎo)致三、四線城市的風(fēng)景園林設(shè)計(jì)、建設(shè)和管理的水平不高。地方院校更應(yīng)該針對當(dāng)?shù)氐男枨?，培養(yǎng)具有實(shí)踐應(yīng)用能力的專門化人才。從目前的風(fēng)景園林行業(yè)狀況可以看出，研究基本上以高等院校為主導(dǎo)展開，少數(shù)重要的規(guī)劃設(shè)計(jì)多由一、二線城市的設(shè)計(jì)企業(yè)承擔(dān)，地方設(shè)計(jì)企業(yè)更多地服務(wù)于當(dāng)?shù)卮罅康囊话沩?xiàng)目和中小型項(xiàng)目，而施工和管理也更多地由當(dāng)?shù)氐娜瞬艁碡?fù)責(zé)。因此，當(dāng)?shù)仫L(fēng)景園林人才的質(zhì)量才是決定該地區(qū)風(fēng)景園林發(fā)展水平的關(guān)鍵。無論是致力于培養(yǎng)風(fēng)景園林理論研究和規(guī)劃設(shè)計(jì)領(lǐng)軍人才的高校，還是以培養(yǎng)地方的設(shè)計(jì)、施工和管理人才為目標(biāo)的高校，都是在充實(shí)和完善中國風(fēng)景園林人才梯隊(duì)，為行業(yè)發(fā)展奠定基礎(chǔ)。

與實(shí)踐密切相關(guān)的教學(xué)需要具有實(shí)踐經(jīng)驗(yàn)的教師來承擔(dān)，這不僅能夠給予學(xué)生恰當(dāng)?shù)闹笇?dǎo)，也能促使在實(shí)踐中獲得的新思想不斷反饋到教育之中。但目前，在各種學(xué)術(shù)考評體系的壓力下，高校教師中重理論輕實(shí)踐的趨勢越來越嚴(yán)重。一些極少甚至從未參與過實(shí)踐的教師在課堂上教授著規(guī)劃設(shè)計(jì)課程，為學(xué)生指點(diǎn)方案，評判高低，難免有紙上談兵、誤人子弟之嫌。當(dāng)年，小奧姆斯特德在哈佛大學(xué)建立風(fēng)景園林專業(yè)，就一直在尋求實(shí)踐和教育間的相互聯(lián)系。后來哈佛的多位系主任自身就是杰出的設(shè)計(jì)師，如佐佐木英夫（Hideo Sasaki）、彼得·沃克（Peter Walker）、勞瑞·奧林（Laurie Olin）等，他們將自己在實(shí)踐中獲得的對學(xué)科的深刻認(rèn)識(shí)融入教學(xué)和研究中，引領(lǐng)哈佛風(fēng)景園林學(xué)科的發(fā)展方向[5]。毫無疑問，高等院校是承擔(dān)理論研究的主體，但不應(yīng)該成為研究所。好的實(shí)踐本身就具有理論性，只有實(shí)現(xiàn)教育、研究和實(shí)踐三位一體，才能促進(jìn)風(fēng)景園林教育的健康發(fā)展。

3 風(fēng)景園林教育需要面向行業(yè)的未來

教育是一個(gè)長周期的工作，人才從開始培養(yǎng)到走入職場，需要4～10年的時(shí)間，到成為行業(yè)的中堅(jiān)力量，則需要耗費(fèi)更長的時(shí)間。在這個(gè)日新月異的時(shí)代，今天風(fēng)光無限的領(lǐng)域明日也許就是末日黃花，現(xiàn)在最值得炫耀的技術(shù)幾年后也許就是人人都會(huì)的基本技能。教育要基于高校研究的前瞻性，捕捉行業(yè)未來所需，為學(xué)生提前打下基礎(chǔ)，或者培養(yǎng)一些面向未來的專門人才，促進(jìn)行業(yè)的可持續(xù)發(fā)展。

作為教育從事者，我們要思考：風(fēng)景園林行業(yè)未來需要解決什么問題？科學(xué)技術(shù)和社會(huì)文化的發(fā)展能為學(xué)科帶來怎樣的改變和新的機(jī)遇？風(fēng)景園林學(xué)科可以為人類生存環(huán)境做出哪些新的貢獻(xiàn)？

首先，我們未來需要面對的一部分問題正是世界各國發(fā)展過程中普遍存在的問題。由于中國和發(fā)達(dá)國家發(fā)展歷程的時(shí)間差，西方發(fā)達(dá)國家已經(jīng)經(jīng)歷并有過研究和應(yīng)對的問題，我們可能剛剛開始面對或者即將面對。但是，由于國情的不同，同樣的問題在中國會(huì)有不同的表現(xiàn)，會(huì)有中國自己的特色。比如各個(gè)國家在現(xiàn)代化及城市化過程中，都不同程度地對環(huán)境造成了破壞，需要對自然進(jìn)行修復(fù)。生態(tài)修復(fù)，包括土壤修復(fù)、河流修復(fù)、植被修復(fù)、生境修復(fù)等，都與自然條件息息相關(guān)。每個(gè)國家和地區(qū)的自然條件和生態(tài)系統(tǒng)各不相同，修復(fù)的目標(biāo)和手段也會(huì)有差異，中國需要針對不同地區(qū)自然的損害程度進(jìn)行生態(tài)修復(fù)理論和技術(shù)的研究。同樣，應(yīng)對城市災(zāi)害的韌性城市或城市存量發(fā)展趨勢下的城市更新，我們也應(yīng)該在參考其他國家經(jīng)驗(yàn)的基礎(chǔ)上，依據(jù)中國的自然、文化、社會(huì)等特點(diǎn)，提出自己的思想和解決辦法。

另外，還有一部分我們需要解決的是具有中國特色的問題，比如，中國國土景觀特征的破壞及地域景觀特色的消失。在漫長的農(nóng)耕文明中，中國人依據(jù)國土的自然條件興修水利、開墾農(nóng)田、建設(shè)村落、營建城市，形成了一整套土地整理和土地利用的獨(dú)特方式。在中國從以農(nóng)業(yè)文明為本的傳統(tǒng)社會(huì)向以工業(yè)文明為本的現(xiàn)代社會(huì)轉(zhuǎn)型過程中，歷經(jīng)幾千年積累形成的中國特有的土地利用方式幾乎被徹底拋棄，導(dǎo)致了傳統(tǒng)的山水融合、城鄉(xiāng)相依的國土景觀變得支離破碎。傳統(tǒng)的土地利用方式具有綜合性和多功能性，由此形成的城市內(nèi)外的自然系統(tǒng)，現(xiàn)在仍然是區(qū)域最重要的綠色基礎(chǔ)設(shè)施，同時(shí)也承載了當(dāng)?shù)氐臍v史文化，體現(xiàn)了地域景觀特征。我們要從科學(xué)的視角重新認(rèn)識(shí)并汲取古人水土整治、營城實(shí)踐、風(fēng)景塑造中的理念和經(jīng)驗(yàn)，珍視并保護(hù)仍然留存在土地上的國土景觀遺產(chǎn)，并在今天國土空間統(tǒng)一規(guī)劃和管控的新格局中尋求與古代經(jīng)驗(yàn)兼容并蓄的營建方式[7]。此外，由于過去長期的人口控制政策造成了今天的低生育率和人口的快速老齡化，中國成為第一個(gè)進(jìn)入老齡化社會(huì)的發(fā)展中國家。第七屆全國人口普查結(jié)果顯示，2020年中國的人口出生率只有8.5%，60歲及以上人口占比超過18%，這遠(yuǎn)超國際上老齡化社會(huì)10%的界定，中國已進(jìn)入嚴(yán)重老齡化社會(huì)。預(yù)計(jì)到2030年，中國60歲以上人口比例將達(dá)到25%左右，老齡化進(jìn)程進(jìn)一步加快[8]。嚴(yán)峻的人口形勢已使得國家將鼓勵(lì)生育、積極應(yīng)對人口老齡化作為當(dāng)前和今后一段時(shí)期關(guān)系全局的重大戰(zhàn)略任務(wù)。因此，開展全面的適老化設(shè)計(jì)和建設(shè)兒童友好型環(huán)境不僅是風(fēng)景園林行業(yè)今后需要解決的技術(shù)性問題，更是長期的社會(huì)性議題。

最后一部分問題是人類社會(huì)在發(fā)展中可能會(huì)遇到的新情況和新問題。當(dāng)前，信息技術(shù)正以前所未有的方式改變著全球社會(huì)，城市化與信息化的協(xié)同發(fā)展是時(shí)代背景下的城市發(fā)展新模式。大數(shù)據(jù)和人工智能等信息化技術(shù)，憑借優(yōu)異的信息采集、分析和處理能力，提供了比人工操作更科學(xué)更高效的決策依據(jù)和管理辦法，已經(jīng)在風(fēng)景園林規(guī)劃設(shè)計(jì)分析和管理方面得到了一定的應(yīng)用，未來的應(yīng)用前景不可估量。依托新一代信息化技術(shù)，傳統(tǒng)城市可以發(fā)展成為與數(shù)字化和物聯(lián)網(wǎng)深度融合的智慧城市，從而深刻影響城市的運(yùn)行模式，也必定會(huì)帶來城市物質(zhì)空間形態(tài)的改變。城市的不同功能空間很可能重組，其分布和比例會(huì)調(diào)整，也會(huì)出現(xiàn)新的功能空間。綠色空間在未來的智慧城市中或?qū)缪菪碌慕巧?，具備新的功能。信息社?huì)也改變了城鄉(xiāng)運(yùn)營的方式，交通、市政基礎(chǔ)設(shè)施等的管理從政府負(fù)責(zé)轉(zhuǎn)變?yōu)檎⑵髽I(yè)等多元主體參與。將來，企業(yè)、社會(huì)團(tuán)體甚至市民個(gè)體將會(huì)有越來越多的機(jī)會(huì)參與到城市和鄉(xiāng)村的決策、運(yùn)營和管理中[9]。面對科學(xué)技術(shù)和社會(huì)經(jīng)濟(jì)的巨大變革，從業(yè)者需要思考：新的科技如何運(yùn)用到風(fēng)景園林的各個(gè)方面從而推動(dòng)學(xué)科的進(jìn)步？解決現(xiàn)有的問題是否有其他的路徑和更好的選擇？工作和生活方式的改變會(huì)為行業(yè)帶來哪些影響？未來，風(fēng)景園林行業(yè)的各個(gè)環(huán)節(jié)都有可能發(fā)生巨大的變革，教育工作者需要未雨綢繆、提前布局。

4 結(jié)語

美國賓夕法尼亞大學(xué)風(fēng)景園林系前系主任理查德·韋勒（Richard Weller）曾經(jīng)談道：對風(fēng)景園林學(xué)來說，如果要完成其學(xué)科的任務(wù)使命并發(fā)揮其專業(yè)潛力，其知識(shí)和創(chuàng)造力必須滿足從小尺度的城市空間到大尺度的區(qū)域景觀這樣一個(gè)線索[10]。在新的時(shí)代，風(fēng)景園林教育的內(nèi)容和教學(xué)的手段在不斷更新，但風(fēng)景園林始終應(yīng)該培養(yǎng)能夠協(xié)調(diào)人工建造與自然環(huán)境之間關(guān)系的專門人才，他們需要了解大自然的原理、人居環(huán)境的建造邏輯和技術(shù)、社會(huì)中人的需求、地域的歷史和文化等，同時(shí)還必須兼具美學(xué)的修養(yǎng)和創(chuàng)造力，以及與時(shí)代匹配的技術(shù)方法。風(fēng)景園林高等教育要注重基本知識(shí)框架體系的構(gòu)建，培養(yǎng)學(xué)生建立正確的價(jià)值觀和方法論，在此基礎(chǔ)上，學(xué)生才有能力去獲取更多知識(shí)信息并做出正確的判斷。同時(shí)，教育應(yīng)當(dāng)是啟發(fā)性的，培養(yǎng)學(xué)生的綜合思考能力而不是灌輸知識(shí)；是多元多解的，而不是提供模式化的方法和答案。教育也應(yīng)該是對視野和學(xué)習(xí)能力的培養(yǎng)。知識(shí)會(huì)陳舊，技能會(huì)落后，但開闊的視野能夠使人具備接受新事物的能力，學(xué)習(xí)能力的養(yǎng)成也有助于在職業(yè)生涯的不同階段能夠不斷學(xué)習(xí)、自我提升。

在中國建設(shè)生態(tài)文明的21世紀(jì)，風(fēng)景園林在人居環(huán)境建設(shè)中的地位和作用日益重要。作為后發(fā)展國家，中國在借鑒他人發(fā)展經(jīng)驗(yàn)上具有天然的優(yōu)勢，學(xué)習(xí)和追隨是前40年中國風(fēng)景園林學(xué)科和教育發(fā)展的主流。今天，中國的城市化水平和經(jīng)濟(jì)社會(huì)的某些方面已經(jīng)逐漸接近一些先發(fā)展國家，但中國又有自己獨(dú)特的地理、自然、歷史文化和社會(huì)經(jīng)濟(jì)體制，中國目前和未來面臨的許多問題在全世界找不到現(xiàn)成的答案。因此，我們需要扎實(shí)研究、認(rèn)真思考、努力創(chuàng)造，提出新理論、新方法，創(chuàng)造新案例，革新教育，讓中國的風(fēng)景園林為世界風(fēng)景園林發(fā)展做出更大的貢獻(xiàn)。

（編輯/劉昱霏）

Landscape Architecture Education in Changes and Development

WANG Xiangrong

Following the country’s rapid economic development and profound social changes after the reform and opening up, Chinese landscape architecture is also making continuous progress in the education, research and practice. After 40 years of efforts, Chinese landscape architecture has gone through the process of extensive development and begun to step up to maturity and a higher level. In the practice field, it has expanded from the early stage limited to gardens, parks and scenic spots,to the full scales and full types from gardens to the territory land today. In the practice level, it has advanced from the early days of compromise to restore ancient ways and blind imitation to the current diversified innovation and constant emergence of excellent works. In the academic researches, it has gone ahead from focusing on classical gardens to expanding to basic disciplinary researches in nature and humanities, landscape history and gardening history, planning and design theory, nature and ecosystem, territory landscape,ecological infrastructure, natural and cultural heritage protection, landscape art and perception,landscape engineering and technology, plant research and application, and landscape performance and evaluation. Higher education has also developed from twists and turns, lack of coordination, to all-round standardized development after the establishment of the first-tier landscape architecture discipline[1]. Today, the world is facing great changes in the political, economic and cultural patterns, and China’s economic growth mode is also confronted with a structural transformation. At such a historic critical moment, it is necessary for us to think about the future of Chinese landscape architecture education on the basis of earnestly reviewing the development history of the landscape architecture discipline.

1 Landscape Architecture Education Contents Expand with the Development of the Discipline

The landscape architecture science has inherited the art and experience accumulated by mankind to transform the natural environment for production and life over the past thousands of years. In the course of addressing an unprecedented array of urban problems and environmental challenges that emerged after the industrial revolution, it has integrated modern science and technology to develop a wide range of theories and methods, and become a modern discipline of broad vision on the protection and construction of the human living environment.The modern education in landscape architecture has also flourished[2].

T he impetus of moder n landscape architecture development has always come from the needs of practice. In the 19th century, Britain,which was the first to be industrialized and urbanized, faced many severe problems, such as urban population explosion, crowded housing, and serious environmental pollution. To deal with these problems, the ideas of urban parks and pastoral cities were gradually put forward and implemented.The brilliant achievements and negative effects of the industrial revolution were also brought to the United States. Olmstead’s planning and design of parks and the park system, campuses, settlements and natural protected areas laid the foundation of the landscape architecture discipline in the United States. In the early 20th century, when the American landscape architecture major was initially established at Harvard University, it was positioned in a fairly wide range, covering the urban parks and green space system, scenic lanes, residential areas, campuses, property development, farms and national parks[3].

After the World War II, the U.S. economy entered a period of continued prosperity. Middleclass families gradually moved to new communities with beautiful environments in the suburbs,and large enterprises were also relocated to new suburban bases. The construction of suburban residential areas led to the revival of the new town movement in the United States. Scenic suburban residential areas and enterprise parks became a new field of practice of the American landscape architecture sector during the period. The building of expressways changed the traditional water transport mode, and the urban waterfront areas were freed from the occupation of docks,warehouses and industrial facilities. This provided an opportunity for shaping the waterfront public space. The soaring construction activities promoted rapid development of the landscape architecture education in the United States. Since the number of registered students skyrocketed, many universities offered more advanced courses and degrees, and the content of education also revolved around these areas of practice[4].

However, industrial development and urban expansion also brought dramatic increases in pollution, which damaged the natural environment and ecosystems. The environmental movement emerging in the 1960s made more people pay attention to nature and ecology. The ecological thought and aesthetics led to the rise of a series of theories and practice in landscape architecture planning and design. Ian McHarg proposed the possibility and necessity to adapt to natural characteristics to create a human living environment. He took the entire landscape as an ecosystem, and adopted the factor stratification analysis and map superposition techniques as the core in planning. He also changed the curriculum of the University of Pennsylvania where he taught,offering courses in ecology, human ecology,topographies, hydrology and soils, and changing the department name to the Department of Landscape Architecture and Regional Planning[5].

Since the 1970s, landscape planning has become an important area of the German landscape architecture major, and some special ecological planning methods were developed to improve spatial planning, regional planning and land use planning[6]. During the same period,following the decline of traditional industries,such as coal and steel, some old industrial bases in Germany faced grave environmental, economic and social crises, such as severe environmental pollution, closure of mines and factories, reduced regional population, and high unemployment rate.To promote the revival of these regions, Germany took a series of effective measures for rectification and update: carry out ecological regeneration projects for rivers, transform mines and factories into large parks and green spaces, and improve the ecological environment of the regions; renovate industrial buildings and reuse them; introduce new industries to promote employment. These measures gave new life to the old industrial bases,and set a model for the transformation of other old industrial zones in the world. Brownfield restoration, river ecological regeneration, and reuse of industrial sites - these disciplinary fields that emerged in the post-industrial era were aspects of great concern to the practice and education of landscape architecture in the last 30 years of the last century. Their influence has continued to this day, and is of far-reaching significance.

In the past hundred years, humans have relied on fuels such as oil and coal to provide the energy needed for production and life. Greenhouse gases such as carbon dioxide that is emitted from burning these fossil energy sources are the main factors enhancing the greenhouse effect on the Earth’s surface and causing global climate change.Extreme climates have frequented the Earth, melted glaciers, made sea level rise, destructed the natural ecosystem, and threatened the survival of species.To cope with global climate change, since the 1990s,the concepts of resilient cities, carbon reduction and low carbon and related strategies have become hot spots in landscape architecture research and practice. Low impact development and resilience design have entered the courses in universities.

Although landscape architecture is a comprehensive discipline, the need of practice has always been the most fundamental driving force for the development of the discipline.Changes in social life and progress in science and technology have promoted the expansion of the scope of practice of landscape architecture, and cross-integration with more and more disciplines.Therefore, it is precisely the problems constantly appearing in the human living environment that promote the extension of the modern landscape architecture discipline and the development of the industry, and promote the content of landscape architecture education to expand in a broader and more inclusive direction.

2 Landscape Architecture Education Should Be Closely Related to Practice

The goal of the landscape architecture education is to cultivate talents who can study, plan,design, build and manage the problems that need to be solved in practice. Therefore, our education should let the students have a deep understanding of the landscape architecture practice. Landscape architecture is a comprehensive interdisciplinary discipline, involving the knowledge and skills of the disciplines of garden, architecture, urban and rural planning, horticulture, ecology, and municipal engineering. What the students learn is very complicated. To sum up, the landscape architecture education is to let the students study the problems encountered in practice, understand how to solve the problems effectively, and master the methods in practice. Specifically, it covers the following: 1) What has happened to the landscape architecture discipline in the past? What ideas, experiences and technologies have been accumulated? That is, the historical background, classical theories and classic cases of the discipline. 2) What is the landscape architecture industry doing right now? What problems is it facing?How to solve them? What are the methods? That is,today’s subject field, theoretical research focus and existing achievements, contemporary practical cases and the ideas and technologies behind them.

與收付實(shí)現(xiàn)制相比，權(quán)責(zé)發(fā)生制更能真實(shí)反映核算單位的經(jīng)營狀況。制劑室，作為醫(yī)院的獨(dú)立核算部門，隨著制劑固定成本的投入增大，制劑成本的核算唯有基于權(quán)責(zé)發(fā)生制，才能使成本更符合實(shí)際。

The very important purpose of these studies is to let the students have the ability to apply the theories and methods learned to plan and design specific sites and objects. Ideally, every student who has received an undergraduate landscape architecture education for four years is able to understand these contents and master basic planning and design skills. After this, students should focus on learning according to their own characteristics,and choose different development directions. Since social changes are becoming increasingly rapid, the cycle of professional knowledge iteration is getting shorter and shorter, and many aspects of future development are unpredictable, students must have the ability to self-educate and learn, and integrate what they have learned, while specializing in some specific areas of research and practice, to solve possible problems today and even in the future.

The previous education system was formulated around the cultivation of landscape architecture planners, and a large number of planning and design course training is designed to enable students to cultivate their ability as designers as soon as possible in a limited time. However, the reality is that in addition to planning and design, the overall practice of landscape architecture also needs theoretical research, engineering construction, plant cultivation, management and maintenance works.In theory, with the expansion of the discipline field,landscape architecture needs more and more talents.However, in different links, corresponding trained professionals are required. Therefore, landscape architecture talents should be cultivated in various directions under the framework of landscape architecture, adapting to the needs of different positions such as research, planning and design,construction and management. Although the training of planning designers is the most difficult,and needs elaborate efforts of institutions of higher learning, planning designers only occupy a small part of a healthy and mature landscape architecture industry, and universities can train high-quality talents for other career directions in the industry,and promote comprehensive and coordinated development of the industry. For example, we can consider establishing a 1+N elastic training model.Having completed a basic but comprehensive landscape architecture theory and practical learning process, the students, along with their own characteristics, can choose a series of courses in a special direction to prepare for the future career development. We can also borrow the experience of the architecture major to offer necessary internship practice in senior undergraduate grades, so that students can have a deep understanding of the process of landscape architecture practice.

According to the specific content of landscape architecture practice, the education of institutions of higher learning needs to be stratified. High-level and large-scale design and engineering enterprises are concentrated in the first- and second-tier cities.The high-end landscape architecture talents are also clustered in these cities, while the local places are short of talents. This leads to the poor performance of landscape architecture design, construction and management in third- and fourth-tier cities.Local colleges and universities should cultivate specialized talents with practical application ability according to the local needs. It is apparent from the current landscape architecture industry situation that researches are basically dominated by colleges and universities, and a few important planning and design programs are undertaken by the first- and second-tier city design enterprises. Local design enterprises tend to serve a large number of general projects and small- and medium-sized projects in the places, whose construction and management are assumed by the local talents. Therefore, the quality of local landscape architecture talents is the key to determine the development level of landscape architecture in the area. Whether they are committed to cultivating leading talents in landscape architecture theoretical research, planning and design, or cultivating local design, construction and management talents, the colleges and universities are enriching and improving the talent echelon of Chinese landscape architecture to lay a solid foundation for the development of the industry.

The teaching mission closely related to practice needs to be undertaken by teachers of practical experience, as it can not only give students appropriate guidance, but also promote the continuous feedback of new ideas obtained in practice into education. However, at present,under the pressure of various academic evaluation systems, the trend of placing emphasis on theory over practice is becoming more and more serious among college teachers. Some teachers who are barely or even never involved in practice are teaching the planning and design courses, giving solutions to the students, and making judgment of student works. There is a suspicion of idle theorizing and leading the young people astray. In those days, when Olmsted Jr. established the landscape architecture major at Harvard University, he was seeking the interconnection between practice and education.Later many deans of Harvard departments, such as Hideo Sasaki, Peter Walker and Laurie Olin, were themselves outstanding designers. They integrated their deep understanding of the discipline gained in practice into their teaching and research, and led the development direction of Harvard landscape architecture discipline[5]. There is no doubt that institutions of higher learning are the main body of undertaking theoretical research, but they should not be research institutes. Good practice itself is theoretical. Only by realizing the trinity of education,research and practice, can we promote the healthy development of landscape architecture education.

3 Landscape Architecture Education Should Face the Industry Future

Education is a long cycle of work. It takes four to ten years to train talents to enter the workplace, and it takes even longer for them to become the backbone of the industry. In this ever-changing era, today’s glamorous field may end in doom tomorrow. The most rewarding technology now may be the basic skill of everyone in a few years. Education should be based on the foresight researches of universities, capture the future needs of the industry, lay a foundation for students in advance, or cultivate some futureoriented professionals to promote the sustainable development of the industry.

As education practitioners, we should think about what problems the landscape architecture industry needs to solve in the future? What changes and new opportunities the development of science,technology, society and culture can bring to the discipline? What new contributions landscape architecture can make to the human living environment?

First of all, part of the problems we need to face in the future are something common in the development process of countries around the world. Due to the development time gap between China and developed countries, we may just start to face or are about to face the problems western developed countries have experienced, studied and dealt with. However, considering the different national conditions, the same problems will have different manifestations in China and with Chinese characteristics. For example, in the process of modernization and urbanization, various countries may have caused environmental damage to varying degrees, and need a restoration for nature. Ecological restoration, including soil restoration, river restoration,vegetation restoration, and habitat restoration, are closely related to natural conditions. The natural conditions and ecosystems vary in each country and region, and there will also be differences in the objectives and means of repair. China needs to study the theories and technologies of ecological restoration on the degree of natural damage in different regions.Similarly, responding to urban disasters in resilient cities or urban renewal under the development trend of urban stock, we should also put forward our own ideas and solutions based on the natural, cultural and social characteristics of China while referring to the experience of other countries.

In addition, part of what we need to solve are problems with Chinese characteristics, such as the destruction of China’s landscape characteristics and the disappearance of regional landscape characteristics. In the long agricultural civilization,the Chinese people built water conservancy facilities according to the natural conditions,reclaimed farmland, built villages and cities,forming a complete set of unique ways of land consolidation and land use. In the process of China’s transformation from a traditional society based on agricultural civilization to a modern society based on industrial civilization, China’s unique land use mode accumulated over thousands of years was almost completely abandoned, which shattered the traditional landscape harmony, and the urban and rural dependent landscape. The traditional land use method is comprehensive and versatile. The resulting natural system inside and outside the city still serves as the most important green infrastructure in the region, which also carries the local history and culture and reflects the characteristics of the regional landscape. We should re-understand and draw on the ideas and experience of the ancient in soil and water improvement, city building practice and landscape shaping from a scientific perspective, cherish and protect the remaining territorial landscape heritage,and seek ways of construction compatible with the ancient experience in today’s new pattern of unified territorial space planning and control[7]. Moreover,as the previous long-term population control policy has caused the low fertility rate and the rapid aging of the population today, China has become the first developing country to enter the aging society.According to the results of the 7th national census,the Chinese birth rate was only 8.5% in 2020, and the population aged 60 and older accounted for more than 18%, which far exceeded the 10% international definition of an aging society, and China has entered a seriously aging society. It is expected that by 2030,the proportion of the Chinese population over 60 will reach about 25%, and the aging process will be further accelerated[8]. The severe population situation has made the country encourage childbirth and actively deal with the aging population, listing it as a major strategic task concerning the overall situation at present and for a period to come. Therefore,carrying out a comprehensive aging-friendly design and building a child-friendly environment is not only a technical problem to be solved in the landscape architecture industry in the future, but also a longterm social issue.

The last part of the problem is the new situations and new problems that human society may encounter in its development. At present,the information technology is changing the global society in an unprecedented way. The coordinated development of urbanization and informatization is a new model of urban development in the new era. The information technology, such as big data and artificial intelligence, has provided a more scientific and efficient decision-making basis and management method than manual operation,thanks to the excellent information collection,analysis and processing capabilities. It has been applied in landscape architecture planning,design, analysis and management, and the future application prospects are immeasurable. Relying on the new generation information technology,traditional cities can develop into smart ones that are deeply integrated with digitalization and the Internet of Things, thus profoundly influencing the operation mode of cities, and will inevitably bring changes in the urban material space form. Different functional spaces of cities are likely to reorganize,with their distribution and proportions adjusted and new functional spaces emerging. Green space may play a new role and have new functions in the future smart cities. The information society has also changed the way of urban and rural operation.The management of transportation and municipal infrastructure has changed from government assuming responsibility to the participation of multiple subjects including the government and enterprises. In the future, enterprises, social organizations and even individuals will have more and more opportunities to participate in the decision-making, operation and management of urban and rural areas[9]. In the face of great changes in science, technology, society and economy, the practitioners need to think: How can the new technology be applied to all aspects of landscape architecture to promote the progress of the discipline? Are there other paths and better options to solve existing problems? What impact will work and lifestyle changes have on the industry? In the future, great changes can happen in all links of the landscape architecture industry, and educators need to take precautions and plan out in advance.

4 Conclusion

Richard Weller, former dean of the Department of Landscape Architecture at the University of Pennsylvania, said that for landscape architecture,if it is to fulfill its discipline mission and develop its professional potential, its knowledge and creativity must satisfy such a clue from the small-scale urban space to the large-scale regional landscape[10]. In the new era, the content and teaching methods of landscape architecture education are constantly updated. But landscape architecture should always cultivate professionals who can coordinate the relationship between artificial construction and the natural environment. They need to understand the principles of nature, the construction logic and technology of the living environment, the needs of people in society, and the regional history and culture. Meanwhile, they must also have aesthetic cultivation and creativity, and technical methods that match the times. Higher education in landscape architecture should stress the construction of basic knowledge framework system, and train students to establish correct values and methodology. On this basis, students will have the ability to obtain more knowledge and make the correct judgment. In this process, the education should be enlightening,cultivating students’ comprehensive thinking ability rather than imparting knowledge. It should be diversified and offer multiple solutions, rather than providing stereotyped methods and answers. The education should also be the cultivation of vision and learning ability. Knowledge will be outmoded,and techniques will fall behind, but a broad vision can give people the ability to accept new things. The development of learning ability also helps to achieve continuous learning and self-improvement at various stages of career.

In the 21st century when China is building the ecological civilization, landscape architecture plays an increasingly important role in the construction of living environment. As a post-developing country, China has a natural advantage in learning from the development experience of others.Learning and following were the mainstream of Chinese landscape architecture discipline and educational development in the first 40 years.Today, China is getting closer to some first developed countries in the urbanization level and some aspects of economy and society. But China has its own unique geographical, natural, historical,cultural, social and economic systems. It cannot find readily available answers in the world for many of the problems it is facing now and in the future. Therefore, we must make solid researches,think seriously, and strive to create, to put forward new theories and methods, create new cases, and innovate education, so that China’s landscape architecture can make a greater contribution to the development of the world landscape architecture.

Historically, China has a land use path accumulated over 5,000 years that adapts to its unique natural environment and climate conditions, and has formed a distinct living environment design system that integrates mountains, water, fields, towns and gardens. From the current perspective, the education,research and practice of Chinese modern landscape architecture, after decades of accumulation, has gained unprecedented development opportunities under the backdrop of the country’s intensified efforts to promote ecological progress. It is now time for the Chinese landscape architecture sector to further think, refine and learn from the experience and lessons unique to the environmental maintenance and construction in Chinese history, face the real problems in the country, put forward a systematic Chinese landscape architecture theory and establish a landscape architecture education system with Chinese characteristics.

(Editor / LIU Yufei)