普通高校城乡规划本科专业导论课程比较研究

城乡规划专业导论课是学生认知专业知识体系宏观架构的基础性课程,在城乡规划教育中有着不可替代的引领作用。文章基于29所高校城乡规划专业评估数据,分析其专业导论课设置特征及实践成效,回顾专业导论课的内容组织、课时时长和后续课程衔接等,并提出改进建议。研究得出：高校城乡规划导论课程设置主要受办学定位影响,研究型大学导论课偏向贯穿整个大学教育,应用型大学的导论课集中设置在第一学年;导论课内容组织上多数学校仅关注原理导引和专业介绍,学科素养、专业学习和职业相关的引导性内容缺项;导论课多采用考试和写小论文的方式考查学习效果,效果不佳,导论课与后续课程设置衔接不够好,存在导论课与后续课程内容一致,教学方法接近等问题。研究建议：城乡规划导论课在内容组织上应关注职业发展和专业学习能力培养,教学方式应增加辩论、校外调研、演讲比赛等方式,在教学内容与方式上应明晰与后续课程的边界。

A comparative study on the undergraduate introduction courses of urban and rural planning in colleges and universities

The introduction course of urban and rural planning is a basic course for students to understand the macro structure of the professional knowledge system, which plays an irreplaceable leading role in urban and rural planning education. Based on the evaluation data of urban and rural planning major in 29 colleges and universities, this paper analyzes the characteristics and practical effects of the professional introduction course, reviews the content organization, class duration and follow-up course convergence of the introduction course, and puts forward suggestions. The results show that: the curriculum setting is mainly affected by the university orientation, the introduction course of research universities tends to run through the whole university education, while that of application-oriented universities is mainly set in the first academic year; the content is more about principle guidance and professional introduction, and guiding content related to discipline literacy, professional learning and occupation is in lack; examination and writing small papers are often used to investigate the learning effect, but the effect is not good; the connection between the introduction course and follow-up courses is not good, there are problems such as consistent content and similar method. The research suggests that: the content of the introduction course should concern professional development and professional learning ability training, the teaching methods should add debate, off campus research, speech contest, etc., and the boundary with the follow-up courses should be clarified in teaching content and method.