林廣思 羅越

1951年，北京農(nóng)業(yè)大學(xué)（現(xiàn)中國農(nóng)業(yè)大學(xué)）設(shè)置“造園組”，并與清華大學(xué)合辦，標(biāo)志著中國風(fēng)景園林學(xué)科的誕生[1-2]。歷經(jīng)70年，中國風(fēng)景園林教育發(fā)生了顯著的變化，形成了包含風(fēng)景園林學(xué)士學(xué)位、碩士專業(yè)學(xué)位、碩士學(xué)術(shù)學(xué)位、博士學(xué)術(shù)學(xué)位4種學(xué)位類型的人才培養(yǎng)體系。

為了掌握中國風(fēng)景園林教育的發(fā)展情況，風(fēng)景園林教育工作者持續(xù)關(guān)注各類型的風(fēng)景園林學(xué)位授權(quán)點(diǎn)的總量[3-5]。但是，由于學(xué)位授權(quán)點(diǎn)持續(xù)變化的特點(diǎn)，這些數(shù)據(jù)并不容易統(tǒng)計(jì)。林廣思[6]在2007年首次對1951—2006年中國內(nèi)地風(fēng)景園林學(xué)科與專業(yè)設(shè)置情況進(jìn)行了普查，明確了風(fēng)景園林學(xué)科和專業(yè)的概念、風(fēng)景園林院校的界定以及普查的方法、途徑和范圍。之后，林廣思[7]在2009年的研究中更新了風(fēng)景園林學(xué)位授權(quán)點(diǎn)的數(shù)據(jù)，2014年又統(tǒng)計(jì)了各類型的風(fēng)景園林學(xué)位授權(quán)點(diǎn)的數(shù)量[8]。這些數(shù)據(jù)為風(fēng)景園林學(xué)一級學(xué)科的申報(bào)以及風(fēng)景園林教育界對學(xué)科和專業(yè)發(fā)展動(dòng)態(tài)的掌握提供了幫助。

一方面，根據(jù)國務(wù)院學(xué)位委員會和教育部印發(fā)的《學(xué)位授予和人才培養(yǎng)學(xué)科目錄設(shè)置與管理辦法》（學(xué)位〔2009〕10號）規(guī)定，一級學(xué)科的調(diào)整每10年進(jìn)行一次；根據(jù)教育部印發(fā)的《普通高等學(xué)校本科專業(yè)設(shè)置管理規(guī)定》（教高〔2012〕9號），《普通高等學(xué)校本科專業(yè)目錄》每10年修訂一次。因此，重新普查全國風(fēng)景園林學(xué)科的學(xué)位授權(quán)數(shù)量，在為風(fēng)景園林學(xué)科的發(fā)展戰(zhàn)略提供基礎(chǔ)性數(shù)據(jù)，國家學(xué)科和專業(yè)目錄調(diào)整政策時(shí)制定風(fēng)景園林學(xué)科發(fā)展戰(zhàn)略方面，均具有重要的意義。另一方面，2021年是中國現(xiàn)代風(fēng)景園林學(xué)科發(fā)展70周年及風(fēng)景園林學(xué)一級學(xué)科設(shè)立10周年，該普查也將有利于描述與評估學(xué)科發(fā)展?fàn)顩r。

本研究為全面了解中國風(fēng)景園林學(xué)科和專業(yè)設(shè)置的現(xiàn)狀，對2021年全國風(fēng)景園林學(xué)科和專業(yè)設(shè)置的情況進(jìn)行了全面的普查，并結(jié)合不同院校類別與學(xué)位授權(quán)點(diǎn)分布的區(qū)域特征以及近10年的增減情況，討論風(fēng)景園林學(xué)科與區(qū)域發(fā)展的關(guān)系以及學(xué)科、專業(yè)設(shè)置的發(fā)展趨勢。

1 普查方法

本次普查截至2021年7月30日，下文的“目前”即為調(diào)查截止的狀態(tài)。本研究調(diào)查僅限于除臺灣地區(qū)、香港特別行政區(qū)、澳門特別行政區(qū)以外的中國地區(qū)，聚焦于普通高等學(xué)校的風(fēng)景園林本科和研究生教育。

根據(jù)風(fēng)景園林學(xué)科的歷史發(fā)展淵源，風(fēng)景園林學(xué)科和專業(yè)包括風(fēng)景園林學(xué)一級學(xué)科博士學(xué)位授權(quán)點(diǎn)、一級學(xué)科碩士學(xué)位授權(quán)點(diǎn)和風(fēng)景園林碩士專業(yè)學(xué)位授權(quán)點(diǎn)以及園林、風(fēng)景園林本科專業(yè)學(xué)位授權(quán)點(diǎn)等。目前，園林專業(yè)（代碼090502）屬于農(nóng)學(xué)門類林學(xué)類，授予農(nóng)學(xué)學(xué)士學(xué)位；風(fēng)景園林專業(yè)（代碼082803）屬于工學(xué)門類建筑類，可授工學(xué)或藝術(shù)學(xué)學(xué)士學(xué)位；風(fēng)景園林學(xué)一級學(xué)科（代碼0834）屬于工學(xué)門類，可授予工學(xué)、農(nóng)學(xué)碩士學(xué)位；風(fēng)景園林碩士專業(yè)學(xué)位（代碼0953）授予的學(xué)位名稱是“風(fēng)景園林碩士”，但是從“09”的代碼編號來看，屬于農(nóng)學(xué)門類。下文對以上的學(xué)位授權(quán)點(diǎn)簡稱為“學(xué)位點(diǎn)”：一級學(xué)科博士學(xué)位授權(quán)點(diǎn)簡稱為“博士點(diǎn)”，一級學(xué)科碩士學(xué)位授權(quán)點(diǎn)簡稱為“學(xué)碩點(diǎn)”，風(fēng)景園林碩士專業(yè)學(xué)位授權(quán)點(diǎn)簡稱為“專碩點(diǎn)”，學(xué)碩點(diǎn)和專碩點(diǎn)統(tǒng)稱為“碩士學(xué)位點(diǎn)”，園林、風(fēng)景園林本科專業(yè)學(xué)位授權(quán)點(diǎn)簡稱為“專業(yè)點(diǎn)”。

另外，本研究根據(jù)各風(fēng)景園林各類學(xué)位點(diǎn)所在學(xué)校、學(xué)院或?qū)W系的名稱，將相關(guān)院校大致分為農(nóng)林類、建筑類和藝術(shù)類3種類型，以便反映出風(fēng)景園林學(xué)科教育所依賴的教育背景。

2 結(jié)果與分析

2.1 總體概況

目前，中國普通高等學(xué)校本科和研究生教育中，風(fēng)景園林的人才培養(yǎng)體系涵蓋了本科生、碩士研究生、博士研究生3個(gè)層次，全國一共有283所高等學(xué)校和科研機(jī)構(gòu)作為學(xué)位授予單位設(shè)置了風(fēng)景園林學(xué)科的學(xué)位點(diǎn)。其中，本科專業(yè)點(diǎn)共338個(gè)，設(shè)置在278所院校，分布在31個(gè)省級行政區(qū)、136個(gè)城市①；碩士學(xué)位點(diǎn)共137個(gè)，設(shè)置在84所院校或科研機(jī)構(gòu)，分布在28個(gè)省級行政區(qū)、48個(gè)城市；博士學(xué)位點(diǎn)共21個(gè)，設(shè)置在21所院校，分布在17個(gè)省級行政區(qū)和18個(gè)城市（圖1）。

1 各類型學(xué)位點(diǎn)數(shù)量及在省級行政區(qū)和城市的分布情況Numbers of degree programs of various types and their distribution in provincial-level administrative regions and cities

2.2 本科專業(yè)點(diǎn)

全國設(shè)有風(fēng)景園林和園林本科專業(yè)的院校共278所，其中風(fēng)景園林專業(yè)點(diǎn)198個(gè)，園林專業(yè)點(diǎn)140個(gè)（表1）。一方面，開設(shè)風(fēng)景園林專業(yè)的建筑類院校111所、農(nóng)林類院校62所、藝術(shù)類院校25所；開設(shè)園林專業(yè)的建筑類院校16所、農(nóng)林類院校119所、藝術(shù)類院校5所。另一方面，僅設(shè)風(fēng)景園林本科的院校有138所，建筑類院校（99所）數(shù)量最多，藝術(shù)類院校（23所）次之；同時(shí)設(shè)立園林與風(fēng)景園林2個(gè)本科專業(yè)的院校數(shù)量（60所）約占總院校的1/4，包括農(nóng)林類院校（46所）、建筑類院校（12所）、藝術(shù)類（2所）。此外，有80所院校的本科僅設(shè)園林專業(yè)，這類院校主要屬農(nóng)林類別（73所），相對應(yīng)的學(xué)院一般為農(nóng)學(xué)院、生命科學(xué)學(xué)院及園藝園林學(xué)院等。

表1 園林和風(fēng)景園林專業(yè)點(diǎn)開設(shè)數(shù)量及院校類別Tab. 1 Overview of bachelor science of landscape programs and bachelor of landscape architecture programs

2.3 研究生學(xué)位點(diǎn)

全國設(shè)有風(fēng)景園林研究生學(xué)位點(diǎn)的高等院校及科研機(jī)構(gòu)數(shù)量共有84所（表2）。專碩點(diǎn)共有81個(gè)，其中，在院校類別上包括農(nóng)林類院校（44所）、建筑類院校（32所）、藝術(shù)類院校（5所）。學(xué)碩點(diǎn)共有56個(gè)，在院校類別上包括農(nóng)林類院校（34所）、建筑類院校（21所）、藝術(shù)類院校（1所）。博士點(diǎn)共有21個(gè)，在院校類別上包括農(nóng)林類院校（12所）、建筑類院校（9所）。

表2 風(fēng)景園林研究生學(xué)位點(diǎn)開設(shè)數(shù)量及院校類別Tab. 2 Overview of landscape architecture master’s professional degree programs and master’s scientific degree programs

同時(shí)就目前風(fēng)景園林學(xué)科的碩士研究生培養(yǎng)體系而言，不同碩士學(xué)位授予單位所具有的學(xué)位點(diǎn)類別不盡相同。大多數(shù)學(xué)位授予單位既設(shè)有學(xué)碩點(diǎn)又設(shè)有專碩點(diǎn)，少數(shù)學(xué)位授予單位僅具有單一碩士學(xué)位點(diǎn)類型。

2.4 培養(yǎng)層次體系

自2011年風(fēng)景園林學(xué)一級學(xué)科成立以來，風(fēng)景園林教育的人才培養(yǎng)類型具有多層次的特征[5]。體現(xiàn)在學(xué)位點(diǎn)設(shè)置上可歸為4類（表3）。

表3 風(fēng)景園林學(xué)科培養(yǎng)層次體系概況Tab. 3 Overview of landscape architecture discipline cultivation hierarchy

1）本科到博士教育體系貫通的院校，共21所。這類院校是國內(nèi)風(fēng)景園林教育的領(lǐng)軍力量，通常具有悠久的辦學(xué)歷史及雄厚的教學(xué)實(shí)力，院校類別中以農(nóng)林類院校（12所）為主，建筑類院校（9所）次之，不包含藝術(shù)類院校。

2）具有園林或風(fēng)景園林本科以及風(fēng)景園林碩士教育的院校，共79所。這類院校是風(fēng)景園林專業(yè)人才培養(yǎng)的核心力量，數(shù)量較多，院校類別包括農(nóng)林類（43所）、建筑類（32所）、藝術(shù)類（4所）。

3）僅開設(shè)風(fēng)景園林碩士研究生教育的院校及科研機(jī)構(gòu)，共5所。此類院校及科研機(jī)構(gòu)是風(fēng)景園林專業(yè)人才培養(yǎng)的進(jìn)階力量，數(shù)量較少，僅設(shè)置專碩點(diǎn)，院校類別包括藝術(shù)類（僅1所）、建筑類（2所）、農(nóng)林類（2所）。

4）僅開設(shè)園林或風(fēng)景園林本科教育的院校數(shù)量龐大，共199所。這類院校培養(yǎng)了大量的實(shí)用型風(fēng)景園林人才，是推動(dòng)行業(yè)發(fā)展的基礎(chǔ)力量，院校類別包括農(nóng)林類（93所）、建筑類（82所）、藝術(shù)類（24所）。

3 學(xué)位點(diǎn)區(qū)域分布特征

從區(qū)域分布來看，研究范圍內(nèi)均分布有開設(shè)風(fēng)景園林教育的高等院校及科研機(jī)構(gòu)，包括22個(gè)省、5個(gè)自治區(qū)、4個(gè)直轄市。

3.1 整體分布情況

風(fēng)景園林既是經(jīng)濟(jì)產(chǎn)業(yè)也是公共事業(yè)，其建設(shè)與發(fā)展和社會的經(jīng)濟(jì)發(fā)展和社會訴求緊密相關(guān)。整體而言，具有風(fēng)景園林學(xué)科的高等學(xué)校及科研機(jī)構(gòu)區(qū)域分布情況與地區(qū)經(jīng)濟(jì)發(fā)展水平基本吻合（圖2）。東部沿海地區(qū)經(jīng)濟(jì)發(fā)展水平較高，尤其以京津冀、長三角、珠三角、成渝城市群②為主，相關(guān)院校數(shù)量較多、分布較為密集。相較而言在具體學(xué)位點(diǎn)數(shù)量上，京津冀及長三角城市群的數(shù)量相當(dāng)。由于地區(qū)總面積和城市數(shù)量較少，珠三角城市群中不論是風(fēng)景園林本科專業(yè)點(diǎn)還是研究生學(xué)位點(diǎn)總數(shù)都明顯少于前二者。此外，近年來以成都、重慶為中心的成渝城市群發(fā)展勢頭愈發(fā)強(qiáng)勁，風(fēng)景園林的各類學(xué)位點(diǎn)在成渝城市群的分布相對中國中部、西部也更為集中，其中本科專業(yè)點(diǎn)有28個(gè)，研究生學(xué)位點(diǎn)有14個(gè)。

2 中國四大城市群風(fēng)景園林學(xué)位點(diǎn)數(shù)量Number of landscape architecture degree programs in China’s four megalopolis

3.2 培養(yǎng)層次體系的區(qū)域分布特征

按照目前的人才培養(yǎng)體系來看，21所從本科到博士教育體系貫通的院校（具有完整的專業(yè)點(diǎn)、專碩點(diǎn)或?qū)W碩點(diǎn)、博士點(diǎn)）除偏遠(yuǎn)西北地區(qū)外，在中國其他各地區(qū)整體分布較為均勻（圖3）。這類院校作為國內(nèi)風(fēng)景園林教育的領(lǐng)軍力量，在區(qū)域分布上基本兼顧了區(qū)域差異，整體分布和發(fā)展都較為均衡。作為開設(shè)風(fēng)景園林及相關(guān)專業(yè)歷史最悠久的院校，其廣泛且均衡的區(qū)域分布特征在一定程度上可以反映出風(fēng)景園林學(xué)科顯著的地域性。風(fēng)景園林學(xué)科在不同地區(qū)各自獨(dú)特的地域特征影響及環(huán)境實(shí)踐智慧下，充分利用地區(qū)現(xiàn)狀資源稟賦，逐漸形成農(nóng)學(xué)、林學(xué)、建筑、藝術(shù)等學(xué)科特色背景。

同時(shí)，79所包括園林、風(fēng)景園林本科及碩士的院校在區(qū)域分布上開始呈現(xiàn)出一定的差異，華東、西南地區(qū)數(shù)量較多（圖3），比較明顯的分布區(qū)域包括長三角城市群及成渝城市群。這些院校作為風(fēng)景園林專業(yè)人才培養(yǎng)的核心力量，偏向于教學(xué)內(nèi)容愈加廣泛、應(yīng)用型目標(biāo)愈加突出的風(fēng)景園林專業(yè)型碩士的培養(yǎng)，極大程度地提升了行業(yè)實(shí)踐應(yīng)用水平；而強(qiáng)調(diào)學(xué)術(shù)研究潛力挖掘與科研素質(zhì)培養(yǎng)的風(fēng)景園林學(xué)術(shù)型碩士的培養(yǎng)為學(xué)科體系發(fā)展提供了重大支持。此類院校的分布特征在一定程度上反映了風(fēng)景園林學(xué)科未來發(fā)展及應(yīng)用的地域趨勢。

3 各培養(yǎng)層次體系學(xué)位點(diǎn)分布情況Distribution of degree programs of each cultivation hierarchy

此外，199所僅開設(shè)園林或風(fēng)景園林本科教育的院校在各地區(qū)的數(shù)量比例約為華東∶華南∶華北∶華中∶東北∶西南∶西北=3∶1∶1∶2∶1∶2∶1，華東地區(qū)數(shù)量占優(yōu)勢（圖3）。區(qū)別于前兩種培養(yǎng)層次體系，園林及風(fēng)景園林本科專業(yè)點(diǎn)區(qū)域分布的不同點(diǎn)主要在于小片區(qū)的廣泛分布上：本科專業(yè)點(diǎn)不再過多集中于政治、經(jīng)濟(jì)、科教、文化等資源優(yōu)先的省會城市，也較多分布在非省會的地級市，作為推動(dòng)行業(yè)發(fā)展的基礎(chǔ)力量培養(yǎng)了大量的實(shí)用型風(fēng)景園林人才，為欠發(fā)達(dá)地區(qū)行業(yè)發(fā)展做出了突出貢獻(xiàn)。

3.3 碩士學(xué)位點(diǎn)的區(qū)域分布特征

就目前風(fēng)景園林的碩士學(xué)位點(diǎn)區(qū)域分布情況來看，53所既具有風(fēng)景園林的專碩點(diǎn)又有學(xué)碩點(diǎn)的院校的區(qū)域分布特征與21所從本科到博士教育體系貫通的院校區(qū)域分布特征相似，整體區(qū)域分布相對較均衡，涵蓋中國東部、中部、西部，并且在東部沿海地區(qū)較為聚集。在碩士層面的單一類型學(xué)位點(diǎn)數(shù)量上，僅設(shè)有風(fēng)景園林專碩點(diǎn)的院校有28所，僅設(shè)有風(fēng)景園林學(xué)碩點(diǎn)的院校僅3所。相較而言，不論是在學(xué)位授權(quán)點(diǎn)數(shù)量上還是在學(xué)位授予單位數(shù)量上，風(fēng)景園林專業(yè)碩士都遠(yuǎn)勝于風(fēng)景園林一級學(xué)科碩士。與完整的風(fēng)景園林專碩點(diǎn)和學(xué)碩點(diǎn)分布特征不同的是，28所僅設(shè)有風(fēng)景園林專碩點(diǎn)的院校除華東地區(qū)（占總量的21%）外，比較明顯地集中于西南地區(qū)與華南地區(qū)（占總量的42%），包括四川、重慶、云南、貴州、廣東等省級行政區(qū)（圖4）。整體而言目前東部沿海發(fā)達(dá)地區(qū)經(jīng)濟(jì)及教育發(fā)展已相對飽和，西南地區(qū)仍具有較大發(fā)展?jié)摿Α?/p>

4 具有專碩點(diǎn)與學(xué)碩點(diǎn)的院校數(shù)量統(tǒng)計(jì)Statistics on the number of institutions with master’s professional degree programs and master’s scientific degree programs

3.4 本科專業(yè)點(diǎn)的區(qū)域分布特征

關(guān)于園林與風(fēng)景園林本科專業(yè)點(diǎn)分布情況，除西北地區(qū)本科專業(yè)點(diǎn)較少外，各大片區(qū)分布基本均衡（圖5），同時(shí)華中與華南地區(qū)本科專業(yè)點(diǎn)占比相較于碩士學(xué)位授權(quán)點(diǎn)占比有了明顯提高。此外，特別之處在于在省份內(nèi)設(shè)有風(fēng)景園林本科專業(yè)點(diǎn)的院?；炯蟹植加谑鞘?，且通常一個(gè)省會城市具有多個(gè)僅設(shè)立單一風(fēng)景園林本科專業(yè)點(diǎn)的院校，相比之下，園林本科專業(yè)點(diǎn)在省域范圍內(nèi)的分布則相對分散，通常省會城市并不會同時(shí)具備多個(gè)此類學(xué)位點(diǎn)，而除省會城市之外的其他地級市甚至偏遠(yuǎn)地級市也會具有一定數(shù)量的學(xué)位點(diǎn)。

5 具有本科專業(yè)點(diǎn)的院校數(shù)量統(tǒng)計(jì)Statistics on the number of institutions with bachelor’s degree programs

4 學(xué)位點(diǎn)撤銷或停止招生概況

得益于國家在2005年增設(shè)風(fēng)景園林碩士專業(yè)學(xué)位、在2011年設(shè)立風(fēng)景園林學(xué)一級學(xué)科以及在2012年重組風(fēng)景園林專業(yè)等相關(guān)措施，中國風(fēng)景園林各層次學(xué)位點(diǎn)有明顯壯大的趨勢，學(xué)科教育規(guī)模與質(zhì)量也逐漸提升。但是，風(fēng)景園林學(xué)科和專業(yè)的設(shè)置也存在著“質(zhì)”和“量”發(fā)展不均衡的現(xiàn)象，很多高校倉促開設(shè)風(fēng)景園林及相關(guān)專業(yè)，但由于各高校類別的差異（農(nóng)林類、建筑類、藝術(shù)類），在培養(yǎng)目標(biāo)、課程設(shè)置、教育層次、辦學(xué)規(guī)模和師資結(jié)構(gòu)等方面均存在較大不同[3]，因此展現(xiàn)出的風(fēng)景園林學(xué)科教育的質(zhì)量也不盡相同。

自2011年來，有1所院校撤銷了博士點(diǎn)，有13所院?；蚩蒲袡C(jī)構(gòu)陸續(xù)撤銷了學(xué)碩點(diǎn)，2所高校撤銷了專碩點(diǎn)（表4）。其中，撤銷學(xué)碩點(diǎn)的原因是多樣的，5所學(xué)?；蚩蒲袡C(jī)構(gòu)進(jìn)行了學(xué)位點(diǎn)動(dòng)態(tài)調(diào)整但還保留專碩點(diǎn)，2所高校轉(zhuǎn)向設(shè)置專碩點(diǎn)，3所高校缺乏園林或風(fēng)景園林本科專業(yè)作為學(xué)科的基礎(chǔ)教育支撐，但是有3所因?yàn)閷W(xué)校謀求其他學(xué)科發(fā)展而被迫放棄學(xué)碩點(diǎn)。實(shí)際上，這13所院校或科研機(jī)構(gòu)的碩士點(diǎn)均為2011年設(shè)置。在首批66個(gè)學(xué)碩點(diǎn)中，10年間撤銷了13個(gè)，比例近20%。盡管2018—2020間又新增了3個(gè)學(xué)碩點(diǎn)，但是總的來說，風(fēng)景園林的學(xué)碩點(diǎn)減少數(shù)量驚人。幸運(yùn)的是，2011年以來，專碩點(diǎn)從32個(gè)增加到81個(gè)，增幅超過150%，主要是國家大力提倡專業(yè)碩士教育的結(jié)果，同時(shí)也為風(fēng)景園林學(xué)科的發(fā)展和轉(zhuǎn)型提供了基礎(chǔ)。

表4 2011年風(fēng)景園林學(xué)一級學(xué)科成立以來博士和碩士學(xué)位點(diǎn)撤銷概況Tab. 4 Overview of the list of master’s and doctor’s degree programs revocation since the establishment of the first-level discipline of landscape architecture in 2011

同時(shí)，2012年以來，有20所院校在2021年及以前停止了風(fēng)景園林或園林專業(yè)的本科招生，即放棄了風(fēng)景園林本科教育（表5）。此外，還有3所院校保留了園林專業(yè)招生、停止了風(fēng)景園林專業(yè)招生；有21所院校則停止了園林專業(yè)招生，保留或增設(shè)風(fēng)景園林專業(yè)。

表5 2012年本科專業(yè)目錄修訂成立以來各院校的園林和風(fēng)景園林本科專業(yè)點(diǎn)停止招生概況Tab. 5 Overview of the stop enrollment of bachelor’s degree program since the revision of the bachelor degree catalogue in 2012

5 結(jié)論

總體而言，中國風(fēng)景園林本科和研究生教育水平在10年間有了飛速的發(fā)展，但是也面臨著很大的挑戰(zhàn)。2021年，全國風(fēng)景園林本科專業(yè)點(diǎn)198個(gè)、園林本科專業(yè)點(diǎn)140個(gè)，風(fēng)景園林的學(xué)碩點(diǎn)56個(gè)、博士點(diǎn)21個(gè)，風(fēng)景園林專碩點(diǎn)81個(gè)。一方面，由風(fēng)景園林本科專業(yè)的增設(shè)以及風(fēng)景園林專碩點(diǎn)的數(shù)量增長，可見風(fēng)景園林作為學(xué)科的名稱逐漸得到了廣泛的認(rèn)同。另一方面，有一些院校，由于學(xué)科布局、師資力量及就業(yè)市場等因素的影響，一些本科專業(yè)點(diǎn)或研究生學(xué)位點(diǎn)被撤銷或者停止招生，針對這一情況，還需要全國風(fēng)景園林教育界齊心協(xié)力，共渡難關(guān)和開拓進(jìn)取。

但是從學(xué)位類型和層次以及區(qū)域分布來看，中國風(fēng)景園林學(xué)科和專業(yè)的設(shè)置還有待改進(jìn)。首先，風(fēng)景園林的碩士研究生的學(xué)位點(diǎn)數(shù)量有待增加，目前278所院校擁有本科專業(yè)點(diǎn)，但只有84所院?；蚩蒲袡C(jī)構(gòu)擁有碩士學(xué)位點(diǎn)，從比例上看，當(dāng)前風(fēng)景園林研究生和本科院校及科研機(jī)構(gòu)數(shù)量的比例，遠(yuǎn)小于當(dāng)前中國研究生和本科院校及科研機(jī)構(gòu)數(shù)量的比例，即前者約為0.3，后者約為0.65；由于風(fēng)景園林學(xué)一級學(xué)科的碩士點(diǎn)數(shù)量的減少，將嚴(yán)重影響博士點(diǎn)數(shù)量的增加，因?yàn)槟壳帮L(fēng)景園林學(xué)碩點(diǎn)和博士點(diǎn)的比例和全國一級學(xué)科的碩士學(xué)位點(diǎn)和博士學(xué)位點(diǎn)的比例已基本一致，即約為0.36～0.37③。也就是說，未來中國的風(fēng)景園林專碩點(diǎn)數(shù)量還將會大幅增加，而風(fēng)景園林博士點(diǎn)增加的數(shù)量將會很有限或受制于學(xué)碩點(diǎn)的基數(shù)變化。其次，東部經(jīng)濟(jì)發(fā)達(dá)地區(qū)的風(fēng)景園林學(xué)位點(diǎn)的數(shù)量較多、層次較高，西部經(jīng)濟(jì)欠發(fā)達(dá)地區(qū)的風(fēng)景園林學(xué)位點(diǎn)的數(shù)量較少、層次較低，需要國家教育部門更多地統(tǒng)籌布局。最后，從風(fēng)景園林學(xué)碩點(diǎn)的數(shù)量萎縮和風(fēng)景園林專碩點(diǎn)數(shù)量增加的趨勢來看，風(fēng)景園林的職業(yè)或?qū)I(yè)的屬性已得到了廣泛的認(rèn)可，在全國的風(fēng)景園林學(xué)科建設(shè)方向上風(fēng)景園林教育界應(yīng)該予以重視。

綜上，本研究側(cè)重于對中國風(fēng)景園林學(xué)科和專業(yè)設(shè)置的狀況進(jìn)行調(diào)研，提供了最新的學(xué)位點(diǎn)的數(shù)據(jù)。但是，受限于研究時(shí)間和論文篇幅，并沒有對一些成因展開更深入的調(diào)查和更全面的分析。在未來的研究中，研究者還可以結(jié)合風(fēng)景園林行業(yè)和高等教育發(fā)展的狀況或趨勢，繼續(xù)探究影響其變化的因素和發(fā)生的機(jī)制。

注釋：

① 城市包括直轄市與地級市，直轄市在中國的行政區(qū)劃中行政地位與省級行政區(qū)相同，在計(jì)算相關(guān)學(xué)位點(diǎn)數(shù)量時(shí)，直轄市（北京、上海、天津、重慶）在省級行政區(qū)與地級市兩個(gè)層面均算入。

② 京津冀、長三角、珠三角和成渝城市群分別包含13、26、9、16個(gè)地級市，地區(qū)總面積分別是21.63、21.17、5.62和18.5萬km2。

③ 根據(jù)《2019年全國教育事業(yè)發(fā)展統(tǒng)計(jì)公報(bào)》，全國本科院校1 265所，研究生培養(yǎng)機(jī)構(gòu)828個(gè)（含普通高等學(xué)校593個(gè)、科研機(jī)構(gòu)235個(gè)）。根據(jù)全國學(xué)位與研究生教育質(zhì)量信息平臺上2018年8月8日數(shù)據(jù)顯示，不含軍隊(duì)院校和軍事學(xué)門類外，中國現(xiàn)有一級學(xué)科博士學(xué)位點(diǎn)3 498個(gè)，一級學(xué)科碩士學(xué)位點(diǎn)9 587個(gè)。

圖表來源：

文中所有圖表均由作者繪制。

（編輯/李清清 劉玉霞）

Current Situation and Analysis of the Discipline and Specialty Setting of Landscape Architecture in China

LIN Guangsi, LUO Yue

In 1951, Beijing Agricultural University(now China Agricultural University) set up the“Gardening Group” and co-organized it with Tsinghua University, which marked the birth of the landscape architecture discipline in China[1-2].During the following 70 years, China’s landscape architecture higher education has undergone remarkable changes, forming a talent cultivation system with four degree types: bachelor’s degree in landscape architecture, master of landscape architecture, master of science in landscape architecture, and doctor’s degree in landscape architecture.

In order to keep track of the development of landscape architecture education in China,landscape architecture educators are continuously concerned with the total number of degree programs of various types in landscape architecture[3-5]. However, these data are not easy to count due to the continuous changes of degree programs. Lin Guangsi[6]first conducted a general survey of landscape architecture disciplines and professional settings in mainland China from 1951 to 2006 in 2007, which clarified the concept of landscape architecture disciplines and professions,the definition of landscape architecture institutions,and the method, approach, and scope of the general survey. After that, Lin Guangsi[7]updated the data of landscape architecture degree programs in 2009, and counted the number of landscape architecture degree programs of each type in 2014[8]. These data contributed to the declaration of the first-level discipline of landscape architecture and for the landscape architecture education community to grasp the dynamics of discipline and professional development.

On the one hand, according to theRegulation on Setting and Managing Discipline Catalogs for Degree Awarding and Talent Cultivationissued by the Academic Degrees Committee of the State Council and the Ministry of Education,the adjustment of first-level disciplines is carried out once every 10 years; theRegulation on the Administration of Undergraduate Specialty Settings in General Higher Education Institutionsissued by the Ministry of Education stipulates that theCatalogue of Undergraduate Specialties in General Higher Education Institutionsis revised once every 10 years. Therefore, it is of great significance to reconduct a general survey on the number of degree programs of the landscape architecture discipline nationwide, provide basic data for the development strategy of the landscape architecture discipline,respond to the national policy of adjusting the catalog of disciplines and specialties, and formulate the development strategy of the landscape architecture discipline. On the other hand, the general survey will also be useful for describing and assessing the development of the discipline,as up to the year of 2021, it has been 70 years for development of modern landscape architecture in China, and it is the first 10 years for landscape architecture as the first-level discipline.

In this study, a comprehensive general survey of the landscape architecture discipline and specialty settings was conducted nationwide in 2021 to gain a comprehensive understanding of the current situation of the landscape architecture discipline and specialty settings in China. At the same time, this study discussed the relationship between the landscape architecture discipline and regional development as well as the development trend of discipline and specialty settings, taking into account the regional characteristics of the distribution of different types of institutions and degree programs as well as the increase and decrease in the past 10 years.

1 Method of General Survey

The general survey ends on July 30, 2021 and the “present” below refers to the deadline for the survey. This study focuses on undergraduate and postgraduate programs of landscape architecture education in general higher education institutions,whose scope is limited to China excepting for Hong Kong, Macao, and Taiwan regions of China.

According to the historical development origin of the landscape architecture discipline, landscape architecture discipline and specialties include the first-level doctor’s degree programs in landscape architecture, the first-level master’s scientific degree programs in landscape architecture and the master’s professional degree programs of landscape architecture, as well as the bachelor’s degree programs of landscape architecture. At present,the bachelor science of landscape architecture(code 090502) belongs to the forestry category of the agricultural discipline, which confers the bachelor’s degree in agriculture; the bachelor of landscape architecture (code 082803) belongs to the architecture category of the engineering discipline,which confers the bachelor’s degree in engineering or art; the first-level discipline of landscape architecture (code 0834) belongs to the engineering discipline, which confers the master’s scientific degree in engineering and agriculture; the master’s professional degree in landscape architecture(code 0953) is named “Master of Landscape Architecture”, but from the code number of “09”,it belongs to the discipline of agriculture. The degree conferring institutions above are collectively referred to as “degree programs” in the following:doctor’s degree conferring institutions of the firstlevel discipline are referred to as “doctor’s degree programs”, master’s degree conferring institutions of the first-level discipline are referred to as“master’s scientific degree programs”, master’s professional degree conferring institutions in landscape architecture are referred to as “master’s professional degree programs”, bachelor’s degree conferring institutions in landscape architecture are referred to as “bachelor’s degree programs”, and the master’s scientific degree programs and master’s professional degree are collectively referred to as“master’s degree program”.

In addition, in order to reflect the educational background the landscape architecture discipline depends on, this study broadly classifies the relevant institutions into three types: agriculture and forestry, architecture, and art, based on the names of the schools, colleges, or academic departments where each landscape architecture degree program is located.

2 Results and Analysis

2.1 General Overview

At present, the talent cultivation system of landscape architecture in the undergraduate and postgraduate education of general higher education institutions in China covers three levels:undergraduate program, master program and doctorate program. There are 283 higher education institutions and research institutes nationwide setting up degree programs in landscape architecture. There are 338 undergraduate degree programs in 278 institutions in 31 provincial-level administrative regions and 136 cities①; 137 master’s degree programs in 84 institutions or research institutes in 28 provincial-level administrative regions and 48 cities; and 21 doctor’s degree programs in 21 institutions in 17 provincial-level administrative regions and 18 cities (Fig. 1).

2.2 Bachelor’s Degree Programs

There are 278 institutions with bachelor’s degree programs in landscape architecture, of which 198 are in bachelor of landscape architecture and 140 in bachelor science of landscape architecture (Tab. 1). On the one hand, there are 111 architectural institutions, 62 agricultural and forestry institutions, and 25 artistic institutions offering bachelor of landscape architecture program;16 architectural institutions, 119 agricultural and forestry institutions, and 5 artistic institutions offering bachelor science of landscape architecture.On the other hand, there are 138 institutions offer bachelor of landscape architecture only, with the largest number of architectural institutions (99)and the second-largest number of artistic institutions (23); the number of institutions (60)offering both bachelor science of landscape architecture and bachelor of landscape architecture accounts for about 1/4 of the total number of institutions, including 46 agricultural and forestry institutions, 12 architectural institutions, and 2 artistic institutions. In addition, 80 institutions offer bachelor science of landscape architecture only, and these 73 institutions mainly belong to the agricultural category, and the corresponding colleges are generally colleges of agriculture,life sciences, and horticulture and landscape architecture.

2.3 Postgraduate Degree Programs

The number of higher education institutes and research institutions with landscape architecture postgraduate degree nationwide is 84 (Tab. 2). There are 81 master’s professional degree programs in landscape architecture, including 44 agricultural and forestry institutions, 32 architectural institutions,and 5 artistic institutions. There are 56 master’s scientific degree programs in landscape architecture,in 34 agricultural and forestry institutions,21 architectural institutions, and 1 artistic institution.There are 21 doctor’s degree programs in landscape architecture, in 12 agricultural and forestry institutions, and 9 architectural institutions.

And types of degree programs vary among different master’s degree programs, in terms of the current master student cultivation system in landscape architecture. Most of the degree programs have both master’s scientific and professional degrees programs, while a few of them have only a single type of master’s degree program.

2.4 Cultivation Hierarchy System

Since the establishment of the first-level discipline of landscape architecture in 2011, the types of talent cultivation in landscape architecture education have shown a multi-level character[5]. It can be reflected in the following 4 types in terms of degree programs (Tab. 3).

1) There are 21 institutions that have coherent education system from undergraduate to doctorate levels. These institutions are the leading force in landscape architecture education in China, usually with a long history of operation and strong teaching strength, and are mainly agricultural and forestry institutions (12), followed by architectural institutions (9), and don’t include artistic institutions.

2) There are 79 institutions with bachelor’s degree programs and master’s scientific degree programs or master’s professional degree programs in landscape architecture. These institutions are the core force in the cultivation of landscape architecture professionals, whose number and are more numerous. Among them are 43 agricultural and forestry institutions, 32 architectural institutions, and 4 artistic institutions.

3) There are 5 institutes and research institutions that only offer master’s professional education in landscape architecture. These institutions and research institutes are the progressive force in the cultivation of landscape architecture professionals and its number are relatively few, with only master’s professional degree program. Among them are only 1 artistic institution, 2 in architectural institutions and 2 agricultural and forestry institutions.

4) A total of 199 institutions offer only undergraduate education in landscape architecture.These institutions foster a large number of practical landscape architects and are a fundamental force in driving the industry forward. Among them are 93 agricultural and forestry institutions, 82 architectural institutions and 24 artistic institutions.

3 Regional Distribution Characteristics of Degree Programs

In terms of regional distribution, there are institutions or research institutes offering landscape architecture education in each region within the study area, including 22 provinces, 5 autonomous regions and 4 municipalities.

3.1 Overall Distribution

Landscape architecture is an economic industry as well as a public utility. There is a close bond between its construction and economic development as well as social aspirations. In general,the regional distribution of higher education institutions and research institutes with landscape architecture disciplines basically coincides with the regional economic development level (Fig. 2).For example, since the economic development level of the eastern coastal regions, such as Beijing-Tianjin-Hebei, Yangtze River Delta, Pearl River Delta megalopolises and Chengdu-Chongqing megalopolis②, is much higher, number of relevant institutions in those areas is higher and their distribution is more intensive. In comparison,unlike the comparable number of specific degree programs between Beijing-Tianjin-Hebei and Yangtze River Delta megalopolises, the total number of undergraduate degree programs and postgraduate degree programs in the Pearl River Delta megalopolis is dramatically less. Its reason may owe to the smaller size and number of cities. In addition, the development momentum has become stronger in Chengdu-Chongqing megalopolis in recent years. And the distribution of landscape programs in Chengdu-Chongqing megalopolis,28 bachelor’s degree programs and 14 postgraduate degree programs is more aggregated compared with that in central and western China.

3.2 Regional Distribution Characteristics of the Cultivation Hierarchy System

According to the current talent cultivation system, the 21 institutions, which has a coherent education system from undergraduate to doctorate levels (with complete bachelor’s degree programs,master’s professional degree programs, master’s scientific degree programs and doctor’s degree programs), distribute evenly in all regions of China,excepting for the remote northwestern region(Fig. 3). As the leading force in landscape architecture education in China, these institutions take regional differences in their regional distribution into account and have a balanced distribution and development overall. As the institutions with the longest history of offering landscape architecture and related specialties,their broad and balanced regional distribution characteristics can reflect the significant regional nature of landscape architecture disciplines at a certain level. Landscape architecture discipline has gradually formed the different disciplinary characteristics background, such as agriculture and forestry, architecture, and art disciplines. It owes to the full use of the resource endowments of the regions, including unique regional characteristics and wisdoms of regional ecological practices.

Whereas, it has shown some differences in the regional distribution of 79 institutions with bachelor’s degree and master’s degree in landscape architecture. There is a higher number in east and southwest China (Fig.3), and the densely distributed areas include Yangtze River Delta megalopolis and Chengdu-Chongqing megalopolis.As the core force in the cultivation of landscape architecture professionals, those institutions greatly contributes to the improvement of the practical application level of the industry with more extensive teaching contents and more prominent application-oriented goals in the cultivation of master in landscape architecture. Furthermore,their cultivation of scientific master also provides significant support for the development of the disciplinary system, due to its teaching emphasis on academic research potential tapping and research quality cultivation. To some certain extent, the distribution characteristics of such institutions reflect the regional trend of the future development and application of landscape architecture.

In addition, the regional distribution of the 199 institutions offering only undergraduate education is comparable to the overall distribution of the discipline’s degree programs. The ratio of the number of these 199 institutions in the east, south, north, central, northeast, southwest,northwest China is about 3:1:1:2:1:2:1, and the number of east China is dominant (Fig.3).Distinguishing from the former two hierarchical systems, the regional distributions of bachelor’s degree programs are no longer located in provincial capitals where political, economic, scientific,educational and cultural resources are a priority. But more often located in non-capital prefecture-level cities. As a fundamental force in promoting the development of the industry, they have cultivated a large number of practical landscape architecture talents and made outstanding contributions to the industry development in less developed areas.

3.3 Regional Distribution Characteristics of Master’s Degree Programs

In terms of the regional distribution of master’s professional degree programs in landscape architecture, the regional distribution characteristics of the 53 institutions, which have with both master’s professional degree programs and master’s scientific degree programs in landscape architecture, are similar to those of the 21 institutions with a complete education system from undergraduate to doctorate levels.Its regional distribution is relatively balanced,covering eastern, central and western China, and is more obviously aggregated in the eastern coastal region. In terms of the number of a single type of degree programs, there are 28 institutions with only master’s professional degree programs in landscape architecture and only 3 institutions with only master’s scientific degree programs in landscape architecture. In terms of degree programs and degree conferring institutions, the numbers of master’s professional degree in landscape architecture are much higher than that of master’s scientific degree in landscape architecture.

In contrast to the distribution characteristics of the complete landscape architecture master’s professional and scientific degree programs, the 28 institutions with only master’s professional degree programs are more obviously aggregated in southwest China and south China (42% of the total), in addition to east China (21% of the total),including the provincial-level administrative regions of Sichuan, Chongqing, Yunnan, Guizhou and Guangdong (Fig. 4). On the whole, the economic and educational development of developed eastern coastal region is relatively saturated, and the southwestern region still has great development potential.

3.4 Regional Distribution Characteristics of Bachelor’s Degree Programs

With regard to the distribution of bachelor’s degree programs, the distribution is basically balanced across large regions, except for the northwest region where there are fewer bachelor’s degree programs (Fig. 5). At the same time, a significant increase in the proportion of bachelor’s degree programs in central and southern China can be seen comparing with master’s degree programs. In addition, the special feature is that the institutions with bachelor of landscape architecture are largely gathering in provincial capitals, and usually a provincial capital has more than one institution with only a single bachelor’s degree in landscape architecture. In contrast, the distribution of bachelor science of landscape architecture is relatively scattered across the province, with provincial capitals not usually having more than one of these programs at the same time, while other prefecture-level cities or even remote prefecturelevel cities may have a certain number of them.

4 Overview of the Revocation or Stop Enrollment of Degree Programs

An obvious growing trend of degree programs of landscape architecture at all levels can be seen, and the education scale and quality are gradually promoted owing to the establishment of the Master of Landscape Architecture (MLA) in 2005, the establishment of the first-level discipline of landscape architecture in 2011, and the reorganization of landscape architecture specialties in 2012. However, there is an uneven development of “quality” and “quantity” in the settings of landscape architecture discipline and specialties.During the investigation, we found that many institutions have set up landscape architecture and related specialties hastily. Furthermore, the quality of landscape architecture education offered also varies, due to the differences in the cultivation objectives, curriculum, education level, institution scale[3], and faculty structure among the different categories of institutions (agriculture and forestry,architecture, and art).

Since 2011, one institution has revoked its doctor’s degree program in landscape architecture,13 institutions or research institutes have successively revoked their master’s scientific degree programs in landscape architecture, and 2 institutions have revoked their master’s professional degree programs in landscape architecture (Tab. 4). The reasons for the revocation of master’s scientific degree programs are diverse. 5 institutions or research institutes dynamically adjusted but still retained master’s professional degree programs in landscape architecture, 2 institutions shifted to set up master’s professional degree programs in landscape architecture, 3 institutions lacked undergraduate specialties as the basic educational support of the discipline, but 3 were forced to give up their master’s scientific degree programs in landscape architecture when seeking to develop other disciplines. In fact, the master’s degree programs in landscape architecture of these 13 institutions or research institutes were all set in 2011. Among the first 66 scientific master’s degree programs in landscape architecture, 13 have been revoke in the past 10 years, nearly 20% of the total. Although three new master’s scientific degree programs in landscape architecture were added between 2018 and 2020, in general, the number of master’s degree programs in landscape architecture has decreased by an alarming amount. Fortunately, since 2011, the number of master’s professional degree programs in landscape architecture has increased from 32 to 81, an increase of more than 150%, mainly as a result of the country’s strong advocacy of master’s professional education, and also providing a basis for the development and transformation of the landscape architecture discipline.

Meanwhile, since 2012, 20 institutions have stopped enrollment in bachelor of landscape architecture or bachelor science of landscape architecture before 2021, which means they abandoned undergraduate landscape architecture education (Tab. 5). In addition, 3 institutions retained enrollment in bachelor science of landscape architecture and stopped enrollment in bachelor of landscape architecture; 21 institutions stopped enrollment in bachelor science of landscape architecture and retained or added the bachelor of landscape architecture specialty.

5 Conclusion

In g eneral, the underg raduate and postgraduate landscape architecture education in China has developed rapidly in the past 10 years,but it also faces great challenges. In 2011, there are 198 bachelor’s degree programs in bachelor science of bachelor of landscape architecture,140 bachelor’s degree programs in bachelor science of landscape architecture, 56 master’s scientific degree programs, 21 doctor’s degree programs, and 81 master’s professional degree programs nationwide. On the one hand, it is evident that landscape architecture as the discipline is gradually gaining wide recognition,with the increase in the number of undergraduate specialties in landscape architecture and the increase in the number of master’s professional degree programs in landscape architecture. On the other hand, it still needs national landscape architecture education community to work together to overcome difficulties and forge ahead, since some undergraduate and graduate programs have been revoked or stopped enrollment due to some factors such as the layout of disciplines, the faculty strength, and the employment market.

However, in terms of degree types and levels as well as regional distribution, the settings of Chinese landscape architecture disciplines and specialties still need to be improved. First of all, the number of master’s degree programs in landscape architecture needs to be increased. At present,278 institutions have bachelor’s degree programs,but only 84 institutions or research institutes have master’s degree programs. The ratio of institutions with graduate programs to the ones with undergraduate programs in landscape architecture education is 0.3, much smaller than 0.65 of the overall ratio. At the same time, the decrease in the number of master’s scientific degree programs in the first-level discipline of landscape architecture will seriously affect the increase in the number of doctor’s degree programs, because the current ratio of master’s scientific degree programs and doctor’s degree programs in landscape architecture and the ratio of master’s scientific degree programs and doctor’s degree programs in the first-level discipline nationwide are already basically the same, which is between 0.36 and 0.37③. In other words, the number of master’s professional degree programs in landscape architecture in China will increase significantly in the future, while the increase in the number of doctor’s degree programs in landscape architecture will be very limited or subject to the change in the base number of master’s degree programs. Secondly, the number and level of landscape architecture degree programs in the economically developed eastern regions are more and higher, while the number and level in the economically less developed regions are less and lower. This condition means it needs more optional coordinated layout from the national education department. Finally, the attributes of landscape architecture as an occupation or profession are widely recognized, which can be seen from the trend of the shrinking number of master’s scientific degree programs and the increasing number of master’s professional degree programs in landscape architecture, which requires the landscape architecture education sector to pay attention to the nationwide direction of landscape architecture discipline constructions.

In summary, the research provided the latest data about landscape architecture degree programs by investigating settings of the discipline. However,limited by the research time and the length of the paper, no deeper investigation and more comprehensive analysis of some causes have been carried out. In further study, the state and trend of landscape architecture industry and higher education will be considered to explore the factors and mechanisms that affect the change of the discipline and specialty settings.

Notes:

① Cities include municipalities and prefecture-level cities,and the administrative status of municipalities is the same as that of provincial-level administrative regions in the administrative division of China. In the calculation of the number of relevant degree programs, municipalities(including Beijing, Shanghai, Tianjin and Chongqing) are counted at both the level of provincial-level administrative regions and prefecture-level cities.

② The Beijing-Tianjin-Hebei, Yangtze River Delta, Pearl River Delta and Chengdu-Chongqing megalopolises contain 13, 26, 9 and 16 municipalities or prefecture-level cities respectively, with a total area of 216,300, 211,700,562,200 and 185,000 km2respectively.

③ According to the2019 National Education Development Statistics Bulletin, there are 1,265 undergraduate institutions and 828 postgraduate cultivation institutions (including 593 general higher education institutions and 235 scientific research institutions) nationwide. According to the data on the National Quality Information Platform for Degree and Postgraduate Education on August 8, 2018, excluding military colleges and universities and military disciplines,China has 3,498 doctor’s degree programs in first-level disciplines and 9,587 master’s degree programs in firstlevel disciplines.

Sources of Figures and Tables:

All figures and tables are drawn by authors.

(Editors / LI Qingqing, LIU Yuxia)