《中国园林》教育研究40周年综述

A Review of the 40-Year Educational Research in Chinese Landscape Architecture

关键词:  风景园林  风景园林教育  学科建设  人才培养  课程实施  《中国园林》

Key words:  landscape architecture  landscape architecture education  discipline construction  education and training  curriculum implementation  Chinese Landscape Architecture

摘要:

选取1985—2025年《中国园林》刊载的381篇风景园林教育类论文作为研究对象，结合CiteSpace信息计量分析与人工解读，探讨该领域的研究特征 与面临的挑战。研究显示：1)教育研究呈现出显著的政策响应特征；2)作者与机构虽已形成相对稳定的核心集群，但整体协作仍显松散，跨机构、跨区域合作不 足；3)研究内容长期聚焦于学科建设、人才培养与课程实施三大主题，但热点更替频繁，理论积累不足；4)《中国园林》为风景园林学科建设提供了重要的学术 参考与交流平台,但教育研究的系统性仍有提升空间。基于上述发现，提出可从强化期刊平台引导机制、依托学术与教育组织提升跨域协作、聚焦核心主题推进教 育系统三方面发力，以促进风景园林教育研究的系统化发展。

Abstract:

Taking the 40th anniversary of the Chinese Landscape Architecture discipline as a starting point, this study systematically examines 381 articles on landscape architecture education published in relevant disciplinary journals between January 1985 and June 2025. Through a systematic review centered on educational research themes, the study employs CiteSpace for bibliometric analysis, complemented by manual content interpretation, to deepen understanding of the overall landscape architecture education research landscape in China. To ensure the scientific rigor and representativeness of the dataset, explicit inclusion and exclusion criteria were established. Following two rounds of rigorous screening, a total of 381 valid articles were identified. Cluster algorithms were then applied for quantitative analysis, thereby revealing the structural characteristics of research in the field of landscape architecture education. The findings reveal that research on landscape architecture education in China exhibits pronounced policy responsiveness, with publication trends aligning closely with key milestones in educational reform and disciplinary development. In terms of authorship and institutional structure, a research network has been established with Beijing Forestry University, Tongji University, and Tsinghua University as its core nodes, and numerous scholars have made significant contributions to disciplinary construction, talent cultivation, and curriculum development. Chinese Landscape Architecture, as an important academic platform for the discipline, has many authors of its education-related papers serving as principal contributors to major national landscape architecture research reports, which have extensively cited the journal's literature. In addition, multiple education-focused articles have received high citation counts, forming a body of literature with far-reaching influence on professional philosophy, educational systems, and disciplinary development. However, landscape architecture education research remains relatively marginal overall, characterized by low levels of author collaboration, limited cross-institutional and cross-regional cooperation, and a knowledge production pattern marked by a "concentrated core-fragmented periphery" structure. In terms of research content, although it has long focused on the core themes of "disciplinary construction-talent cultivation-curriculum implementation", forming a relatively stable knowledge structure, research hotspots shift frequently, and theoretical accumulation remains insufficient. Within Chinese Landscape Architecture, educational topics are overall dispersed, indicating that the systematic nature of educational research still has room for improvement. To address these issues, this study proposes three strategic directions. First, the agenda-setting function of the journal platform should be strengthened through high-quality thematic initiatives and special issues, thereby stabilizing and expanding the output of educational research. Second, national and professional educational organizations should be leveraged to promote cross-institutional and cross-regional collaboration and resource integration, enhancing the openness and synergy of research efforts. Finally, the core themes should be systematically integrated to build a stable, accumulative, and guiding theoretical system for education, fostering the long-term and robust development of the knowledge framework for landscape architecture education. Ultimately, this study constructs a systematic cognitive framework for research on landscape architecture education in China, providing essential data for understanding the historical trajectory and evolution of the education system, as well as offering theoretical support, practical insights, and methodological references for educational system reform and disciplinary development in the new era