What is the current situation of creative mode of landscape design course?

Abstract: By analyzing the current situation of discipline development, students' design practice and curriculum creative mode of domestic landscape architecture design specialty, this paper summarizes the problems of single creative mode, simple creative method and lack of integrated creative mode in domestic landscape architecture design specialty. It is believed that the diversification of knowledge structure and interdisciplinary integration are the future development trends of landscape architecture design specialty, and the teaching reform of landscape architecture specialty will be further deepened.

Keywords: landscape architecture design; Curriculum creativity; Teaching reform

1 The present situation of creative mode of landscape architecture design course in China

Landscape architecture is a comprehensive discipline integrating engineering, technology and art. Landscape architecture is the carrier of civilizations of different races and countries. Landscape architecture in China has a history of thousands of years, but the modern new discipline of landscape architecture has been established in China for less than a hundred years. In 211, after the pioneering and efforts of several generations of gardeners, the first-class discipline name of landscape architecture was established, and the connotation of modern landscape architecture was extended to a certain extent compared with before. Under the objective needs of modern society, it gradually evolved into a comprehensive discipline that reconciled the relationship between man and nature, paid attention to ecological effects and built a livable environment. In order to make landscape architecture serve the society better, it is necessary to reform and innovate the teaching mode of landscape architecture design subject according to the cultural value orientation of the new era and ecological requirements.

1.1 the development status of landscape architecture

in China, the education of landscape architecture started late, until the early stage of reform and opening up, the audience of landscape architecture education in China was not extensive [1]. Later, because the country's reform and development promoted economic, political and cultural changes, landscape architecture education also entered a period of rapid development. Nowadays, the teaching of landscape architecture has been standardized and gradually integrated with many disciplines. In the process of social development, the discipline of landscape architecture undertakes the historical mission of inheriting the traditional culture of China, creating a beautiful living environment and making nature and humanity harmonious. With the expansion of the enrollment scale of disciplines, the requirements of the society for landscape architecture design talents are gradually improving, and the teaching of landscape architecture specialty is therefore facing the test of new social needs. Discipline innovation is first of all curriculum innovation. The motivation of curriculum innovation comes from two factors: one is external factors, the social demand for the cultivation of landscape architecture talents; Second, the internal factors, the lack of the existing curriculum itself. With the acceleration of social construction, the proportion of state investment in ecological environment protection and restoration has increased year by year; With the return of great country rejuvenation consciousness, the expression of cultural identity and belonging in landscape architecture design is increasingly obvious, and the external and internal needs gradually tend to be consistent. At present, people's material needs have been basically realized, and the whole society is transforming to a higher level of spiritual needs-the needs of a beautiful living environment, the needs of sustainable development and the needs of inheriting traditional culture. At the same time of economic development, China's ecological environment problems are facing severe tests, and the relationship between man and nature is difficult to reconcile in a short period of time. In terms of design, people tend to imitate foreign popular styles, so that many exotic environmental areas are derived from domestic land [2]. This lack of aesthetic education makes it difficult for traditional landscape architecture to enter the public's field of vision all the time, and the modern Chinese style design with some western elements is still in the development stage, so the domestic landscape architecture design is in a state of development and needs to be improved. The existing curriculum of landscape architecture can achieve the teaching purpose of improving students' design ability, aesthetic accomplishment and preliminary understanding of construction technology, which conforms to the nature of landscape architecture: the combination of technology, science and aesthetics. The ultimate goal of landscape architecture design is to create a harmonious, livable and sustainable living environment. For this reason, the future landscape architecture design will develop into a multi-disciplinary subject compatible with geography, plants, ecology, engineering, history, art and other disciplines, and bear the triple responsibilities of coordinating the development of natural and social environment, improving the quality of living environment and inheriting traditional culture. Under this background, it is necessary to reform and adjust the teaching of landscape architecture subject constantly according to the social needs. However, how to carry out the teaching reform of landscape architecture and how to enrich the teaching characteristics of landscape architecture? How to realize the refinement and innovation of landscape architecture course? These problems make the teaching of the subject full of difficulties and challenges, and at the same time become the driving force to promote the teaching reform.

1.2 the current situation of students' design practice

the achievements of course learning need to be tested by industry practice. In the design practice, we found that although some outstanding students not only have a solid theoretical foundation, but also know how to find solutions to site problems, and at the same time, they can give consideration to art and technology and reasonably reproduce the design theory in the site environment, there are still more or less the following problems:

1.2.1 In the design practice, the students' design works tend to be unified. After studying the contents of several related courses, students have a certain degree of professionalism and design ability, and basically have the quality of completing space design that meets the design requirements and meets the needs of the site under the cooperation of teams. However, most of the works designed are "copied" versions of domestic and international trends, which are often superficial, lack of creative depth, and tend to be homogeneous and popular, making them "conceptual" designs that can be put everywhere.

1.2.2 There is a general tendency to focus on students' design works. Because of students' different academic interests, students' design works tend to be focused. For example, students with high knowledge of botany often subconsciously plant a large number of plants in their designs, regardless of whether the site is an open city square or a private small garden. Students who are more sensitive to art tend to pursue the sense of form in the plan, ignoring the elevation difference and ups and downs.

1.2.3 the trace of patterning is heavy. There are traces of patterning in students' design because of their biased understanding of "nature" and their indiscriminate reference to existing forms while ignoring rational analysis and thinking. Most of the classical gardens in China were created by literati painters, and the natural aesthetics and humanistic connotation of Chinese paintings are extremely rich. Landscape architects should make a comprehensive exploration of the definition of "nature" in ancient philosophy, deeply explore the internal relationship between "nature" design theory and modern landscape aesthetics and environmental aesthetics, and explore the specific application of "nature" design theory in landscape planning, design and construction, so as to avoid modular design.

1.2.4 in the process of design practice, it is often difficult for students to integrate functions and forms in the design scheme. Landscape architecture design should not only meet the functional needs of the city, but also have the cultural characteristics of the city. Therefore, it is decided that the design works should pursue the aesthetic feeling of form on the basis of meeting the functional needs, and strive to achieve the aesthetic realm of artistic conception. Without the bearing of function, form and artistic conception are interdependent; Without form and artistic conception, the designed works can only be called venues, not garden design. Students' designs often only focus on a certain aspect or select a certain point to be creative. This conceptual design that does not meet the functional requirements can only be called a venue with use functions rather than a good design work. To solve these problems, we should adjust the course teaching mode and increase the creative elements of the course under the background of design practice and guided by the causes of the problems. The purpose of this is to enable students to master more solid theoretical knowledge and have the ability to effectively translate knowledge into practice, and to design works that can solve site problems and be implemented in real time during the design process, so that landscape architecture design can develop into a high-level artificial realm with beautiful site modeling, distinctive regional characteristics and profound cultural heritage while meeting the needs of modern society.

1.3 the current situation of creative mode of landscape architecture design courses in China

the road of new industrialization and urbanization in China has greatly improved the comprehensive national strength, and at the same time, it has made the problems of population, resources, environment and ecology increasingly prominent. With the acceleration of urbanization in China and the development of real estate, tourism and leisure and holiday industries, the requirements of the state for landscaping facilities are also constantly improving. In this environment, the conditions for the great development of landscape architecture design, which is committed to reconstructing the relationship between man and nature, have been basically met, and its development space will continue to expand in the next few decades, covering not only the urban environment, but also the rural environment construction. The prosperity of the industry means that the demand for compound professionals in landscape architecture is increasing, and the key to the cultivation of landscape architecture professionals lies in the reform and innovation of professional courses. Landscape architecture design disciplines are set up in comprehensive, agriculture, forestry, engineering and art colleges. Because of the different emphases of colleges and universities, the teaching orientation of landscape architecture design specialty is slightly different. Generally speaking, the landscape architecture design curriculum has the following status quo:

1.3.1 Most colleges and universities still use traditional teaching methods. Mainly reflected in two aspects: first, the teaching place is mostly school classrooms; Second, most of the teaching methods follow the traditional three-step teaching mode: that is, the teacher teaches the course content in class, the students receive relevant knowledge and information, and finish the course homework after class. In this popular teaching method, the teacher is in the active position, and the content of the lecture is the condensation of energy and hard work; Students are in a relatively passive position, and the acceptance of knowledge and information varies from person to person, depending on the seriousness of class. Practical experience has proved that students' mastery of relevant course knowledge and information does not depend entirely on the depth of teachers' teaching content in the classroom, but on students' active participation and experience. In the traditional teaching mode, students lack participation and fail to fully enter the experiential learning state, which is particularly evident in the final homework. The originality and result of design often deviate to a great extent, that is, the original intention is inconsistent with the reality, the design process is unfamiliar, and the ideal design effect is difficult to present.

1.3.2 curriculum creative mode is relatively lacking. In the process of learning traditional courses, students gradually accept new knowledge according to the requirements of the syllabus. In this process, there is a tendency of unbalanced development, that is, new knowledge, new technologies and new ideas are not received in time, and students always absorb the parts that are more impressive or interesting first because of subjective or objective reasons. This incomplete learning style will have a certain influence on solving the site problems in the future design, and it is also not conducive to the overall improvement of students' theoretical knowledge. Students may be unable to get rid of the influence of the trend in their own theory and aesthetic construction because of their lack of innovation ability, and it is easy to walk into the road of "replication" in the prevailing environment of the trend. The purpose of teaching practice reform of landscape architecture design specialty is to cultivate landscape architecture design talents who can create a harmonious, pleasant and sustainable living environment. Therefore, landscape architecture teaching should analyze the advantages and disadvantages of traditional teaching on the basis of design practice, gain insight into the changing trend of social needs and the development prospect of the discipline, think deeply, plan scientifically, promote the teaching reform of the discipline reasonably, and find new creative models, so that the talents trained by the discipline can meet the needs of socialization.

2 Analysis of the causes of the present situation

There are deep-seated reasons behind the present situation of the cultivation of landscape architecture specialty. According to the experience gained from design practice and subject teaching practice, the reasons for the present situation are as follows:

2.1 The division of disciplines is too clear. In the process of discipline construction for many years, the discipline of landscape architecture design pays attention to the inclusiveness and inclusiveness of disciplines in order to fulfill the responsibilities of three eras. The focus of landscape architecture design discipline in different schools is related to the nature of Otawa universities, so there is still a problem of too clear division in the content of the discipline. The mission of landscape architecture in the United States is defined as "finding a balance between the artificial environment and nature", and the name of landscape architect therefore contains the connotation of "planning and design team leader" [3]. In landscape architecture design, in order to solve the complex site problems, it needs the cooperation of many disciplines, such as architecture, ecology, engineering and art, and each discipline performs its own duties and integrates with each other. Therefore, modern landscape architecture design should not be a single discipline or a discipline with clear emphasis, but a discipline and industry with compatibility, richness, extroversion and extension under the blending and cross-action of many disciplines and cultures.

2.2 single creative mode

The current teaching of related courses in landscape architecture major still adopts the traditional teaching method, and the creative mode of the course is relatively simple. Although the interaction between teachers and students has been added in the classroom teaching process, it has not fundamentally mobilized students' enthusiasm. Due to the low degree of students' participation, the prevailing creative methods are simplistic. In the prevailing teaching mode, teachers are the guides and leaders, and they don't pay enough attention to their role as participants. As a result, there are always two camps of teachers and students in the course teaching, which is not conducive to the relevant teachers to analyze and examine their own design experience and thinking mode from the perspective of students, thus affecting the generation of students' thinking mode, invisibly leaving students in a position of groping alone, which is not conducive to the formation of professional knowledge understanding and application ability.

2.3 Simple creative way

The main reason is that the creative execution process is too simple, and all the elements of the venue are not fully considered. The formation of creativity is a brainstorming process, and a new feasible creativity can be put forward through experience accumulation and various explorations, but how to realize this creativity needs comprehensive consideration and careful arrangement. It is not easy to put forward ideas, and the exploration of methodology is more important. Good methodology and comprehensive implementation process can restore creativity to the maximum extent. For example, increasing students' interaction and participation in class is a good creative training process. However, since childhood, most domestic students have developed a subtle and low-key character. In this case, how to mobilize students' enthusiasm and enable students to actively participate in classroom discussions, instead of teachers putting forward ideas and waiting for students' responses, is a problem to be solved in the reform of creative mode.

2.4 lack of integrated creative mode

The nature of landscape architecture is the combination of technology, science and art, and the creative mode should also be based on the integration of the three. Without any one of them, the historical responsibility of improving the social environment and taking the road of sustainable development can not be well completed. The existing curriculum creative models are rarely perfectly compatible with the three. For example, landscape architecture design majors in comprehensive, engineering and agricultural and forestry colleges generally have the following aesthetic problems in design: first, they simply pursue visual impact, exaggerate the expression of objects in form and color, and let the emotional vent without logical analysis and combing; Second, the aesthetic cultivation is not enough, the use of functions is unilaterally emphasized, and the handling of form, color and space is blunt, lacking aesthetic feeling, and humanistic artistic conception is impossible to talk about; Third, in the pursuit of form, monotonous elements are used to pile up, lacking rational and logical screening, because of lack of rejection, the result is complicated and unsightly. Fusion creative mode is a balance mechanism of design-related elements. Various factors that affect the design effect coordinate with each other, develop in a balanced way and merge with each other in the process of creative generation, so as to complete the final design work. Good design should have both function, technology and aesthetic feeling, and a good creative mode of design course should aim at the integration of these important elements.

3 Summary

To sum up, there are some practical problems in the creative mode of related courses of landscape architecture in domestic universities, such as single creative mode, simple creative mode and lack of integrated creative mode. One of the reasons for this kind of problem is that the academic background of related majors is inconsistent, and the landscape architecture majors in different colleges are right.