建立和完善具有中国特色的工程教育新体系是风景园林专业新工科建设的重要目标之一,园林考察实习课程是重要的实践类必修课程,其教学过程存在时空异质、情境真实的特殊性。本研究在课程教学现状及存在问题的基础上,提出情境式移动教学概念,对两步路户外助手、猫眼象限、花伴侣等移动信息技术在园林考察具体情境中的教学应用进行阐述,指出情境式教学模式的三个阶段、三个保障和三个目标,最终实现“行”至课堂外与“知”于景境中的有机结合、达到“知行合一”的应用创新,本研究的结论可以为园林专业教育管理者和实施者促进移动学习的有效开展提供思路,也可以其他专业的户外实践类课程的开展提供参考。

The establishment and improvement of a new system of engineering education with Chinese characteristics is one of the important objectives in developing a new landscape architecture discipline. As an important compulsory course, The Landscape Architecture Practice Course is characterized by temporal and spatial heterogeneity and realistic context in its teaching. On the basis of the status quo and existing problems in the said course, this study puts forward the concept of Contextual Mobile Teaching and elaborates on the application of mobile information technologies such as Two-step (an outdoor sports app), Cat’s Eye Quadrant (a survey recording app) and Flower Companion (a plant recognition app) to the teaching in landscape inspection. With three stages, three guarantees and three goals, the contextual teaching mode is aimed at achieving the essential educational goal of gaining knowledge in action through outside-classroom learning while immersing in the real landscape. The findings of this study can hopefully inspire administrators and practitioners of landscape architecture education to promote the effective implementation of mobile learning, and can also serve as a reference for the development of outdoor practice courses in other disciplines.

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2019年度“华侨华人研究”专项课题(HQHRYB2019-07)项目；2019年华侨大学第二批新工科示范课程建设项目“景观与环境规划原理”课程资助