Curriculum Reform in Design Courses Based on "Nine Scenes Advanced" Blended Learning with Hierarchical Approach

Taking the Course of Landscape Design Practice as an Example

Abstract

This study takes the core course "Landscape Design Practice" in the Environmental Art and Design major as a practical carrier, and constructs a "nine step progressive" mixed layered teaching model to address the problems of the disconnect between talent cultivation and industry demand in the Environmental Art and Design major, as well as significant differences in student abilities. Refactoring the curriculum standard system through school enterprise collaboration mechanism, achieving dual track integration between national industry standards (GB/T 50362-2022) and vocational skills competition standards. In response to the differences in students' abilities, a three-level hierarchical training strategy is implemented, combined with the four stage task architecture of the community park design project, to establish a dynamic teaching process evaluation system. Through precise analysis of learning situations, three-level hierarchical training is implemented, and a four-dimensional evaluation system of "job course competition certificate" is established to achieve the dual goals of teaching quality improvement and talent cultivation. This provides a replicable practical paradigm for solving the homogenization dilemma of vocational education.