作为城乡规划专业人才培养的核心课程，总体规划课程及其教学设计首当其冲地承受行业向国土空间规划转型的压力。科学认识行业转型并制定恰当的课程改革策略与路径，已经成为当下总规课程建设的关键挑战。基于历时性叙事的研究方法，回顾总体规划内容及课程发展历程，可以发现总规课程在坚持以空间资源配置为内核的同时，一直以来都与国家社会经济发展与城乡规划建设行业同频共振，呈现出“持续引入新学科、着力解决新问题、发展建立新范式”的演进趋势。为此，当下总规课程教学改革需要深入理解本轮国土空间规划转型在演进中的历史共通性及逻辑一致性，增强课程内容的时代性及适配性。也即，贯彻生态文明与底线约束的价值观导向，在坚持传统的总体规划为主干的基础上，强化自然资源与土地学科的内容先导性，在教学过程及成果层面注重规划技术方案的可实施性与传导设计。其次，正确认识国土空间规划转型在课程内容总量、知识结构、技术储备等方面带来的冲击，科学制定“以培养方案调整为抓手，全过程适应行业转型”“强化关键技术逻辑、降低次要内容要求”的应对策略。基于上述要求，哈尔滨工业大学深圳校区的总规课程在课程任务方面确定了支持发展与面向实施的原则，探索了综合要素与中小规模的基地选择方法，归纳了过程开放及能力闭环等教学组织方法。

The master planning course, a core course in the undergraduate programme of urban and rural planning major in China, is facing the pressures derived from the ongoing professional transition to national territorial planning. Properly understanding the transition at the professional level and then formulating appropriate curriculum reform strategies and paths are key challenges for organizing the course of master planning. With a diachronic narrative method, the evolving technique content of master planning and corresponding requirements on the college curriculum are revisited. The master planning curriculum adheres to the allocation of spatial resources as the core; at the same time, it also evolves with the national advance in society, economy and urban-rural construction industry. This evolution shows the evident trend of "incorporating new disciplines, focusing on solving new issues, and establishing a new paradigm". Hence, the ongoing teaching reform on the curriculum of master planning first needs to deeply acknowledge that the new-round transition of territorial spatial planning has historical commonality and logical consistency with previous multiple transitions. It is essential to make the curriculum content adapt to current reality and guide the future. Namely, the course reform, on the one hand, should first adhere to the traditional content of master planning; on the other hand, it should implement the value orientation of ecological civilization and bottom-line constraints, place priorities on the natural resources and land preservation, and making the final teaching outcomes and planning solutions transferable to feasible actions. In addition, it is necessary to have an appropriate understanding of the impacts on course contents, knowledge, and technique accumulation derived from the professional transition to territorial spatial planning. Possible response strategies include adjusting the whole curriculum program to adapt to the professional transformation fully, strengthening the training on the key technologies, and lowering the requirements of secondary content. With the above knowledge, Harbin Institute of Technology (Shenzhen) has conducted a round of curriculum reform on the master planning course. The course training seeks to simulate how planning practicably supports long-term development demands. A small and medium-sized town with diversified natural elements is strongly recommended as a prime site for designing course tasks. Improving the openness of this course and shaping a loop of ability cultivation are helpful teaching methods.

哈尔滨工业大学(深圳)教学改革项目(HITSZUCP19028,，HITSZERP22003);广东省本科高校教学质量与教学改革工程项目(HITSZUQP21002);哈工大(深圳)课程思政专项课题(HITSZIP20018)