《景觀設(shè)計(jì)學(xué)》2018年第5期

俞孔堅(jiān)?傳承實(shí)踐研究與創(chuàng)新教育：悼念四位于2018年離世的景觀設(shè)計(jì)大師——《景觀設(shè)計(jì)學(xué)》2018年第5期“主編寄語”

Mourning the Deaths of Four Landscape Masters: Promoting Practical Research and Innovation in Education, By Yu Kongjian

9月29日，在我離開巴塞羅那當(dāng)天的凌晨六點(diǎn)，離日出尚有一個(gè)半小時(shí)，西班牙建筑師比森特·瓜里亞爾特教授便把我拉到科利塞羅拉山脈之上，參觀他正在這里興建的加泰羅尼亞高等建筑學(xué)院（IAAC）的第二個(gè)校園，這塊風(fēng)景優(yōu)美、俯瞰全城的林地，是他十年前花了200多萬歐元競拍到的，一處14世紀(jì)的老教堂已經(jīng)被他改造成教室和學(xué)生宿舍，以及實(shí)驗(yàn)室和養(yǎng)殖場。實(shí)驗(yàn)室里有多臺(tái)3D打印機(jī)，還有機(jī)器人實(shí)驗(yàn)裝置、水循環(huán)裝置等。放置著實(shí)驗(yàn)性建筑裝置和3D打印構(gòu)筑物的林地中，同時(shí)也養(yǎng)殖著雞鴨。他對(duì)城市生態(tài)設(shè)計(jì)尤其感興趣，因此還特地挑選出我的和他的那些體現(xiàn)可持續(xù)和生態(tài)設(shè)計(jì)理念的作品，在2018北京國際設(shè)計(jì)周上舉辦了一場“生態(tài)都市主義”展覽。昨晚他剛從北京回到巴塞羅那，而我則要在今早離開，于是，在月光中驅(qū)車上山，在蒙蒙晨光中走遍他的新校園，等到第一縷陽光出來時(shí)，我們已經(jīng)下山趕往機(jī)場了。

盡管時(shí)間緊迫，晨光熹微，所見所感已足以使我震撼：美麗的自然山林、俯瞰巴塞羅那全城的區(qū)位、橡木的芳香、政府的遠(yuǎn)見和支持、對(duì)于校舍與實(shí)驗(yàn)室的暢想……更讓我感動(dòng)的是瓜里亞爾特教授的激情和執(zhí)著。除了在世界各地承擔(dān)建筑設(shè)計(jì)項(xiàng)目外，他還曾經(jīng)擔(dān)任過4年巴塞羅那市議會(huì)的總建筑師，邀請到了世界各地的優(yōu)秀設(shè)計(jì)師為巴塞羅那設(shè)計(jì)項(xiàng)目。20年前，出于對(duì)當(dāng)時(shí)建筑和設(shè)計(jì)教育狀況的不滿，他創(chuàng)辦了一個(gè)全新的設(shè)計(jì)學(xué)院，初衷是針對(duì)突飛猛進(jìn)的城市建設(shè)步伐和科技發(fā)展，培養(yǎng)具有創(chuàng)新能力、適應(yīng)當(dāng)今社會(huì)需求的新一代設(shè)計(jì)師。學(xué)校發(fā)展至今，已擁有來自50多個(gè)國家的上千名在校生，由此獲得的學(xué)費(fèi)收入已足以支撐學(xué)院的日常運(yùn)營。學(xué)院沒有固定教師，而是聘請世界各地具有豐富實(shí)踐經(jīng)驗(yàn)的設(shè)計(jì)師前來授課。他自己也一邊實(shí)踐，一邊教書。他說，教書對(duì)他來說是學(xué)習(xí)和研究，而設(shè)計(jì)實(shí)踐則是對(duì)新知識(shí)與新技術(shù)的應(yīng)用和檢驗(yàn)。

于是，我想到了四位在2018年離世的景觀設(shè)計(jì)師，他們于我亦師亦友，且都對(duì)中國景觀設(shè)計(jì)教育發(fā)展做出過貢獻(xiàn)。在此，我對(duì)他們表示悼念，并提醒廣大從業(yè)者們傳承他們對(duì)于實(shí)踐研究與創(chuàng)新教育的積極推動(dòng)。

第一位是孫筱祥先生（于1921年5月29日出生，2018年5月4日逝世，享年97歲），北京林業(yè)大學(xué)園林學(xué)院教授，中國現(xiàn)代風(fēng)景園林學(xué)科的重要?jiǎng)?chuàng)始人之一。孫先生是我本人大學(xué)時(shí)代的老師，先生與我有非常深入的個(gè)人交流。其對(duì)中國風(fēng)景園林和景觀設(shè)計(jì)學(xué)科的創(chuàng)新性貢獻(xiàn)突出體現(xiàn)在兩個(gè)方面：一是在實(shí)踐上大膽突破了傳統(tǒng)園林的造園手法，將自然風(fēng)景造園手法引入中國的公園設(shè)計(jì)中（以杭州花港觀魚公園為代表），并提出了生境、畫境和意境的“三境論”，將生態(tài)科學(xué)、藝術(shù)與美學(xué)的交叉融合作為學(xué)科基礎(chǔ)；二是在學(xué)科內(nèi)涵的外延和拓展方面，其將“Landscape Planning”理解為地球表面空間規(guī)劃，使學(xué)科對(duì)象從“風(fēng)景”和“園林”走向了綜合的“大地景觀”，這種觀點(diǎn)深深影響了我對(duì)學(xué)科的認(rèn)識(shí)。而這些在教學(xué)和理論方面的創(chuàng)新，都與孫先生早年在浙江農(nóng)村的景觀經(jīng)驗(yàn)和生存體驗(yàn)、長期從事的規(guī)劃設(shè)計(jì)實(shí)踐，以及伴其一生的美術(shù)創(chuàng)作實(shí)踐不可分割。

第二位是理查德·海格教授（于1923年10月23日出生，2018年5月9日逝世，享年95歲），美國西雅圖華盛頓大學(xué)景觀系的創(chuàng)辦人，同時(shí)也創(chuàng)立了個(gè)人設(shè)計(jì)事務(wù)所。在1952年獲得哈佛大學(xué)景觀碩士學(xué)位后，他曾隨景觀設(shè)計(jì)大師托馬斯·丘奇從事設(shè)計(jì)，兩年之后，便成立了個(gè)人設(shè)計(jì)事務(wù)所。1957年，擁有6年實(shí)踐經(jīng)驗(yàn)的海格在勞倫斯·哈普林的支持和鼓勵(lì)下，在華盛頓大學(xué)建筑與城市規(guī)劃學(xué)院任教，為建筑師和規(guī)劃師講授景觀設(shè)計(jì)學(xué)，并著手創(chuàng)辦了景觀學(xué)系。直至2016年事務(wù)所宣告關(guān)閉，海格及其團(tuán)隊(duì)總共設(shè)計(jì)了500多個(gè)項(xiàng)目，其中最具創(chuàng)新意義的項(xiàng)目當(dāng)屬西雅圖煤氣廠公園，該項(xiàng)目開創(chuàng)了后工業(yè)景觀的設(shè)計(jì)，對(duì)我的項(xiàng)目中山岐江公園影響頗深。他對(duì)當(dāng)時(shí)的生態(tài)環(huán)境問題充滿憂慮和關(guān)注，并開展了眾多實(shí)驗(yàn)性的、以生態(tài)環(huán)境治理和社會(huì)關(guān)懷為主的景觀設(shè)計(jì)工程。20世紀(jì)70年代時(shí)，西雅圖煤氣廠本面臨拆除，正是海格使這處工業(yè)遺產(chǎn)得以保留和再利用，并提出棕地土壤修復(fù)工作，強(qiáng)調(diào)以鄉(xiāng)土植被的生物演替形成本土景觀——雖然這些理念在當(dāng)時(shí)頗受爭議，但時(shí)至今日業(yè)已被美國業(yè)界廣泛接受。這些創(chuàng)新實(shí)踐經(jīng)驗(yàn)和知識(shí)，都被結(jié)合到他的理論和設(shè)計(jì)教學(xué)之中，成為華盛頓大學(xué)景觀學(xué)教育的特色所在。鮮有人提及的是，18歲時(shí)海格曾經(jīng)加入過赫赫有名的“飛虎隊(duì)”，幫助中國抗日，在成為景觀設(shè)計(jì)教育者之后又培養(yǎng)了多位中國學(xué)生。在我們的多次深入交流中，我都深深感受到他對(duì)中國生態(tài)環(huán)境問題的憂慮。2014年最后一次見到他時(shí)，他盯著我說：“你得解決這個(gè)問題”，這句話一直在我內(nèi)心深處發(fā)力。他在實(shí)踐研究及設(shè)計(jì)和教育方面的成就，無疑為我們樹立了光輝典范。

第三位是以色列建筑和景觀設(shè)計(jì)師施羅墨·阿隆森（1936年11月27日出生，2018年9月12日逝世，享年82歲），他與海格有著相似的求學(xué)經(jīng)歷，在1963和1966年分別獲得加州伯克利大學(xué)景觀設(shè)計(jì)學(xué)學(xué)士和哈佛大學(xué)碩士學(xué)位后，也隨設(shè)計(jì)大師哈普林從事設(shè)計(jì)實(shí)踐，后于1969年回到以色列創(chuàng)辦了自己的設(shè)計(jì)事務(wù)所，堪稱以色列最有影響力的景觀設(shè)計(jì)師之一。最早與他相識(shí)是在2005年美國景觀設(shè)計(jì)師協(xié)會(huì)（ASLA）年會(huì)上，我有幸與他同時(shí)到場領(lǐng)獎(jiǎng)，此后又于2009~2010年在德國柏林當(dāng)代美術(shù)館一起舉辦了“回到景觀”的全球六人展。阿隆森的設(shè)計(jì)思想根植于以色列本土的自然和文化，讓景觀設(shè)計(jì)學(xué)發(fā)揮了定義民族、地域和文化身份的威力。1999年，他為昆明世博會(huì)設(shè)計(jì)的以色列園亦彰顯了國家的文化特色。對(duì)這些創(chuàng)新實(shí)踐經(jīng)驗(yàn)的積累，最終都?xì)w于對(duì)新一代設(shè)計(jì)師的教育事業(yè)之中。從1979年起，他先后任教于耶路撒冷大學(xué)建筑系、哈佛大學(xué)設(shè)計(jì)研究生院和以色列希伯來大學(xué)城市與區(qū)域科學(xué)研究院，并在世界各地講學(xué)。他對(duì)地域特征和對(duì)現(xiàn)實(shí)問題解決途徑的創(chuàng)新探索，使其成為地域景觀營造的代表性人物，為景觀設(shè)計(jì)學(xué)教育注入了新的血液。

第四位是英年早逝的丹麥景觀設(shè)計(jì)師耶普·阿加德·安德森（于1952年1月30日出生，2018年4月22日逝世，享年66歲）。安德森于1980年從丹麥皇家美術(shù)學(xué)院建筑及景觀設(shè)計(jì)專業(yè)畢業(yè)，由于父親是藝術(shù)家，他從小受到藝術(shù)的熏陶，奠定了其景觀設(shè)計(jì)作品的藝術(shù)特質(zhì)。1987年，安德森成立設(shè)計(jì)事務(wù)所，他認(rèn)為，無論尺度大小，景觀設(shè)計(jì)都是一種藝術(shù)創(chuàng)造，是對(duì)日常景觀的藝術(shù)化。通過對(duì)銹鋼、木材、石頭、草坪等的精到運(yùn)用，其景觀作品呈現(xiàn)出線條清晰、空間明確的特征，沒有多余的元素，可謂開創(chuàng)了北歐景觀設(shè)計(jì)的一代新風(fēng)。2011年9月，安德森全天陪同我參觀了他在丹麥哥本哈根和瑞典馬爾默的多個(gè)作品，我被其大師手筆所感動(dòng)，受益良多。其時(shí)，他已在瑞典隆德大學(xué)兼課多年，并有不少中國學(xué)生。2014年，他正式出任挪威奧斯陸建筑設(shè)計(jì)學(xué)院全職教授，并牽頭創(chuàng)辦了五年制的景觀設(shè)計(jì)學(xué)碩士學(xué)位，將其畢生對(duì)于景觀設(shè)計(jì)藝術(shù)的探索傳授給來自世界各地的青年學(xué)子。在他離世后，家屬遵照其遺囑，設(shè)立了耶普·阿加德·安德森旅行基金，專門資助學(xué)生到世界各地考察。

這四位杰出景觀設(shè)計(jì)師均代表著其所活躍的時(shí)代和其所在國家的最高水平，并對(duì)當(dāng)代景觀設(shè)計(jì)實(shí)踐和教育影響巨大。他們敏銳洞察社會(huì)和環(huán)境問題，并提出創(chuàng)新性的解決之道，開創(chuàng)了一代、一地的新風(fēng)。如同國際景觀設(shè)計(jì)專業(yè)和學(xué)科的其他先賢（如奧姆斯特德、麥克哈格等）一樣，他們在實(shí)踐中獲得的創(chuàng)新成果，最終都回到了學(xué)校，用于培養(yǎng)更多的學(xué)子。正因如此，景觀設(shè)計(jì)學(xué)科的發(fā)展才得以生生不息！而我今早所看到的IAAC新校園，以及感受到的其主持人的激情與執(zhí)著，正是設(shè)計(jì)學(xué)科未來實(shí)踐研究與創(chuàng)新教育的希望。雖然一代大師們已悄然離去，但以解救人類及其生存環(huán)境、創(chuàng)造更美好生活為宗旨的景觀設(shè)計(jì)學(xué)的發(fā)展，恰如這剛剛升起的太陽，充滿希望。

I left Barcelona on September 29. At six a.m., one and a half hours before the sunrise, the Spanish architecture Professor Vicent Gullaret was taking me to the Serra de Collserola, to the under construction second campus of the Institute for Advanced Architecture of Catalonia (IAAC). A decade ago, Gullaret bought this beautiful parcel of woodland overlooking the town in an auction for more than two million euros. Thus far, a 14th century church has been transformed to a school building with classrooms, dormitories, laboratories, and indoor farms. The lab was filled with 3D printers, robotic devices, and hydrological modeling gear. The experimental installations and 3D printed sculptures melted harmoniously into the woodland where poultry were walking inside. Because of Gullaret’s interest in urban ecological design, he led an exhibit on “Ecologías Urbanas” as part of the 2018 Beijing International Design Week, on which his and my works re?ecting the concept of sustainable and ecological design were shown. In fact, he had returned from Beijing the night prior, while I was leaving Barcelona for Beijing this morning. In our brief time together, we drove up the mountain to tour his new campus. By the time the sun came out, we were heading back down the mountain and I was heading to the airport.

Despite the lack of time and light, what I saw impressed me in several ways. The beautiful woodland, the location overlooking the city of Barcelona, the aroma of oak, the vision and support of the government, and the inspiring idea of merging school building and the laboratory. But I was most inspired by the passion and dedication of Professor Gullaret. In addition to undertaking international projects, he has been the Chief Architect of the Barcelona City Council for four years. As part of this position, he has invited the world’s best designers to contribute to the construction of Barcelona. Disappointed by the architectural and design education available 20 years ago in Barcelona, he founded a new design school with the goal of training a new generation of designers who would be skilled in innovative and adaptive urban construction and technological development. Today, the school has thousands of undergraduate students from over fifty countries. Tuition supports the school’s facilities, and instead of hiring permanent tutors, the school hires active designers from around the world. Professor Gullaret also continues to teach and practice. He has said that teaching is also learning and research, and that design practice is the application and testing of new knowledge and technology.

The integration of teaching and research spurred memories of four landscape architects who passed away in 2018. All were my mentors and friends and all contributed to the development of Chinese Landscape Architecture education. Mourning their deaths, I remind Landscape Architectural practitioners by continuing their examples of actively promoting innovative practice as research and generous education.

First, Sun Xiao Xiang (May 29, 1921 – May 4, 2018, age 97), Professor of the Landscape Architecture School of Beijing Forestry University, was one of the famed pioneers of modern landscape design and theoretical study in China. He was also one of my tutors when I was a student, who had a great in?uence on my understanding of the landscape profession. His outstanding contribution to Landscape Architecture of China shines in both practice and theory: He creatively introduced the approaches and techniques of natural landscape making into the design of public green space such as urban parks, evidenced by his masterpiece Viewing Fish at Flower Pond in Hangzhou, for example. In his works, he always emphasized an integration of providing habitats, building scenes, and creating atmosphere, combining landscape design with ecological and aesthetic considerations. He expanded the disciplinary study scope of Landscape Architecture by defining Landscape Planning as a global-scaled territorial planning science, which greatly enriched landscape practice and research subjects from making scenes and gardens towards intervening and improving earthscape. All his innovations in teaching and theoretical research were deeply rooted his awareness of landscape and living experience in villages of Zhejiang Province when he was young, and got continuously fostered during his lifelong practice in landscape planning and fine arts.

Second, Professor Richard Haag (Oct. 23, 1923 – Sept. 5, 2018, age 95), was the founder of the Department of Landscape Architecture at the University of Washington in Seattle, USA. Haag received his MLA from Harvard University in 1952. After working for Thomas Church for two years, Haag set up his own design studio. In 1957, with his six years of practical experience and the support and encouragement of Lawrence Halprin, Haag began teaching at the School of Architecture and Urban Planning of University of Washington. In response to teaching landscape architecture to architects and planners, he then established the Department of Landscape Architecture. Until the closure of his studio in 2016, Haag and his team designed more than 500 projects, the most famous of which is Gas Works Park in Seattle. Gas Works Park initiated the reuse of post-industrial landscapes as public spaces and its concept and design deeply in?uenced my own work, including Qijiang Park in Zhongshan City. Haag had great concern for the ecological and environmental problems facing urban communities and his work considered how design could engender environmental stewardship. In the 1970s when the Seattle Gas Works Plant was facing demolition, Haag advocated for its industrial heritage to be preserved and reused. He pioneered controversial ideas such as remediating the contaminated soil and emphasizing building place-specifc landscapes through the biological succession of native vegetation. Although these ideas were controversial at that time, they are widely accepted by the American industry to this day. The integration of practical experience with theory and history continues to characterize the University of Washington’s Landscape Architecture program. Earlier in his life, at the age of 18, Haag was a member of the famous “Flying Tigers,” who helped China fight against Japan. He trained many Chinese landscape architects as an educator. During many of our exchanges, I felt his worry about China’s ecological condition. At our last meet in 2014, He stared at me, telling me that I “get to fix it.” These words have been supporting my work. His achievements as a designer and educator set a standard we can only hope to achieve.

Third, Israeli architect and landscape architect, Shlomo Aronson (Nov. 27, 1936 – Sept. 12, 2018, age 82) has a similar educational background to Haag. After obtaining a bachelor’s and a master’s degree in Landscape Architecture from the University of California at Berkeley and Harvard University in 1963 and 1966, respectively, he worked with Lawrence Halprin before returning to Israel in 1969. Once back in Israel he established his own design studio and became one of the most in?uential landscape architects in Israel. I first met him at the 2005 Annual Meeting of American Society of Landscape Architects (ASLA), where we were both being honored. From 2009 to 2010, we together held a six-person “Return to Landscape” exhibition at the Museum of Contemporary Art in Berlin, Germany. Aronson’s design approach was rooted in the natural and cultural heritage of Israel, allowing Landscape Architecture to define national, regional and cultural identity. The Israeli garden he designed for the 1999 Kunming World Expo was one example of how he highlighted the cultural characteristics of Israel. His knowledge and experience of innovative practice contributed to the education of a second generation of landscape architects. Since 1979, he has taught at the Department of Architecture at the University of Jerusalem, the Graduate School of Design at Harvard University, and the Institute of Urban and Regional Sciences at the Hebrew University of Jerusalem. His exploration of regional characteristics and responses to social issues cemented him as a representative in the field of cultural and regional landscapes, and injected new blood into the education of Landscape Architecture.

Danish landscape architect Jeppe Aagard Andersen (Jan. 30, 1952 – Apr. 22, 2018, age 66) passed away far too young. Andersen graduated from the Royal Danish Academy of Fine Arts in 1980 majoring in Architecture and Landscape Architecture. Andersen’s father was an artist and he was in?uenced by art from an early age. His landscape work evoked many artistic qualities. In 1987, Andersen established his design studio. He believed that landscape architecture is an artistic creation, regardless of its size, and it is an artistic conception of everyday living environment. Through the use of stained steel, wood, stone, and turf in everyday landscapes, his work had clear space and minimalist lines that have come to represent a new generation of Nordic landscape design. In September 2011, Andersen took me on full day tours of his works in Copenhagen, Denmark and Malm?, Sweden. I was touched by his approach and also learned he had taught many Chinese students at Lund University in Sweden. In 2014, he became a full-time professor at the Oslo School of Architecture and Design, Norway, where he established a fve-year master’s degree in landscape architecture and passed on his lifelong exploration of landscape and art onto students from all over the world. In accordance with his will, his family has set up a Jeppe Aagard Andersen Travel Fund to fund students on international study tours around the world.

Together, these four landscape masters were not only seen as icons in their ages and countries, but also had a great in?uence on contemporary landscape design, practice, and education. Each was keenly aware of social and environmental issues, and proposed innovative solutions. Like other sages of international landscape architecture such as Olmsted and McHarg, their innovations in practice translated into education. It is because of this return of knowledge that the discipline of Landscape Architecture can flourish! The new IAAC campus I witnessed in this morning, as well as the passion and dedication I felt from Vicent Gullarett, made me hopeful for the future of practical research and innovative education. Although these great designers are no longer with us, the development of Landscape Architecture aiming to create a better living environment is full of hope, just like the rising sun.

主編寄語

傳承實(shí)踐研究與創(chuàng)新教育：悼念四位于2018年離世的景觀設(shè)計(jì)大師（俞孔堅(jiān)）

論文

韌性都市主義中的生態(tài)設(shè)計(jì)（布魯諾·德·繆德爾，凱利·香農(nóng)）

身體與體驗(yàn)—以場地為核心的景觀基礎(chǔ)教學(xué)（曾穎）

綜合教學(xué)與實(shí)踐：綠色基礎(chǔ)設(shè)施規(guī)劃和綠色屋頂績效在美國半干旱校園環(huán)境中的應(yīng)用（楊波，南希·曼斯尼爾，麥克肯納·德魯，大衛(wèi)·杜非）

觀點(diǎn)與評(píng)論

對(duì)教育及研究中的實(shí)用主義的反思（弗雷德里克·斯坦納）

圖示景觀設(shè)計(jì)實(shí)踐與現(xiàn)代科研的錯(cuò)位與解決途徑（王志芳）

以實(shí)踐為導(dǎo)向的建筑設(shè)計(jì)教學(xué)思考—同濟(jì)大學(xué)“小菜場上的家”系列建筑設(shè)計(jì)實(shí)驗(yàn)課（王方戟）

中國設(shè)計(jì)教育探索：從課堂到工作坊（何志森，李迪華，劉悅來，汪原）

從《圖解景觀生態(tài)規(guī)劃設(shè)計(jì)原理》看景觀生態(tài)規(guī)劃設(shè)計(jì)教學(xué)中原理與實(shí)踐的轉(zhuǎn)化（岳邦瑞，費(fèi)凡）

主題實(shí)踐

讓設(shè)計(jì)決策有章可循：循證設(shè)計(jì)作為景觀實(shí)踐的方法論（黎鵬志，劉博新，高翼文）

復(fù)雜性視角下的生態(tài)設(shè)計(jì)—以呼倫貝爾游牧景觀概念性設(shè)計(jì)為例（劉京一，張夢晗）

在實(shí)踐中孕育創(chuàng)新：建筑、工程與景觀設(shè)計(jì)領(lǐng)域的研究范例（安雅·多姆萊斯基）

探索與過程

工具與高山景觀：一種調(diào)查貢嘎山路線的方式（李賓）

本土資源的延續(xù)與創(chuàng)新：仙娘溪村集憶廣場（郭子怡）

簡訊

【中文刊名】《景觀設(shè)計(jì)學(xué)》——實(shí)踐研究與創(chuàng)新教育

【英文刊名】Landscape Architecture Frontiers ? Research and Pedagogical Innovation

【作者】布魯諾·德·繆德爾（Bruno De MEULDER），凱利·香農(nóng)（Kelly SHANNON），曾穎（ZENG Ying）等

【出版社】高等教育出版社有限公司

【頁碼】154頁彩色印刷

【刊號(hào)】ISSN 2096-336X

【出版日期】2018年10月

【定價(jià)】58.00元

韌性都市主義中的生態(tài)設(shè)計(jì)

Designing Ecologies for Resilient Urbanisms

作者：布魯諾·德·繆德爾，凱利·香農(nóng) Bruno De MEULDER, Kelly SHANNON

摘要

本文對(duì)比利時(shí)魯汶大學(xué)基于實(shí)踐的都市主義研究團(tuán)隊(duì)—都市主義與建筑研究小組近期的一系列研究進(jìn)行了介紹。隨著當(dāng)代社會(huì)、生態(tài)、空間不平等問題愈加突出，都市主義與建筑研究小組試圖通過設(shè)計(jì)來塑造富有活力的生態(tài)環(huán)境，營建韌性城市。他們的研究與實(shí)踐項(xiàng)目遍布全球，主要從三個(gè)角度探討了場地問題：水都市主義；森林都市主義；塑造擁有抗性的全新社會(huì)生態(tài)。文章的第一部分結(jié)合案例闡述了都市主義與建筑研究小組的設(shè)計(jì)理念；第二部分以概要的形式對(duì)4個(gè)近期正在進(jìn)行中的設(shè)計(jì)研究項(xiàng)目予以介紹。

關(guān)鍵詞

都市主義與建筑研究小組；實(shí)踐型設(shè)計(jì)研究；水都市主義；森林都市主義；社會(huì)生態(tài)；抗性

Abstract 

This article encapsulates the recent work of OSA, a practice-based urbanism situated in an academic environment (KU Leuven, Belgium). In the contemporary era of increased social, ecological, and spatial injustices, OSA’s work attempts to create resilient urbanisms through designing robust ecologies. Its worldwide sites of research and interventions are primarily addressed through three themes: water urbanisms, forest urbanisms, and creating new social ecologies as resistance. The first part of the article provides an overview of the ambitions of OSA with a number of examples. The second component consists of four excerpts of recent and on-going design research.

Key words

Onderzoeksgroep Stedenbouw en Architectuur; Practice-Based Design Research; Water Urbanisms; Forest Urbanisms; Social Ecologies; Resistance

身體與體驗(yàn)——以場地為核心的景觀基礎(chǔ)教學(xué)

Body-Scale Perception and Experience: A Terrain-Based Foundation Studio of Landscape Architecture

作者：曾穎 ZENG Ying

摘要

以繪畫為核心的傳統(tǒng)建筑學(xué)教育深深影響了環(huán)境藝術(shù)、景觀設(shè)計(jì)等新興設(shè)計(jì)學(xué)科的基礎(chǔ)課程的教學(xué)方式。然而，對(duì)景觀設(shè)計(jì)學(xué)來說，直接借鑒以建筑學(xué)為母體的基礎(chǔ)課程是否合適？是否還有其他方法可用于引領(lǐng)景觀學(xué)科的基礎(chǔ)教學(xué)？在本文中，筆者以自身在中國美術(shù)學(xué)院建筑藝術(shù)學(xué)院景觀設(shè)計(jì)系進(jìn)行的以場地為核心的景觀基礎(chǔ)課程教學(xué)實(shí)驗(yàn)為例，介紹了通過場地初識(shí)、熟悉、探索和演變4個(gè)步驟進(jìn)行場地設(shè)計(jì)的方法，希望為中國當(dāng)前的景觀設(shè)計(jì)教育與實(shí)踐提供借鑒。在該課程中，筆者尤其強(qiáng)調(diào)從多重感知角度體驗(yàn)景觀，并注重探究事物本質(zhì)以及事物之間的聯(lián)系與共性。

關(guān)鍵詞

景觀設(shè)計(jì)學(xué)；場地；體驗(yàn)；身體；教學(xué)法

Abstract 

Traditional design education and training in china, including Environmental Art and Landscape Architecture, is essentially grafted from methods of architectural painting. The time has come to reexamine and reflect that is it appropriate to borrow teaching methods directly from Architecture and are there other methods that are developed from the intrinsic qualities of Landscape Architecture and can be used for disciplinary teaching? This article introduces a set of methods of terrain based field investigation and site documentation, including outlining, mapping, representation, and intervention, which were developed by the author for a design studio in the Department of Landscape Architecture, School of Architecture at the China Academy of Art. The perception of landscape through multiple senses and the exploration on the unseen causes of appearance, as well as the relationships and connections within the terrain, are emphasized in such training.

Key words

Landscape Architecture; Terrain; Experience; Body; Pedagogy

綜合教學(xué)與實(shí)踐：綠色基礎(chǔ)設(shè)施規(guī)劃和綠色屋頂績效在美國半干旱校園環(huán)境中的應(yīng)用

Integrated Teaching and Practice: Green Infrastructure Planning and Green Roof Performance in a Semi-Arid Campus Environment, USA

作者：楊波，南希·曼斯尼爾，麥克肯納·德魯，大衛(wèi)·杜非 YANG Bo, Nancy MESNER, McKenna DREW, David DURFEE

摘要

本文介紹了一個(gè)鼓勵(lì)校園內(nèi)外利益相關(guān)者廣泛參與的綜合性教育和研究計(jì)劃。這個(gè)設(shè)計(jì)方案旨在加強(qiáng)人們對(duì)于水的關(guān)注，推動(dòng)了位于美國西部半干旱山區(qū)的猶他州立大學(xué)校園內(nèi)實(shí)現(xiàn)有效的雨水管理。猶他州已經(jīng)采用各種各樣的“綠色”雨水管理措施，例如，大部分校園中的徑流被用于補(bǔ)給地下水。然而，這其中并沒有哪個(gè)方案全面地展示出可持續(xù)實(shí)踐的內(nèi)容，且極少對(duì)設(shè)計(jì)績效進(jìn)行定量評(píng)估。根據(jù)2011年制定的《猶他州立大學(xué)校園總體規(guī)劃》及《校園可持續(xù)發(fā)展規(guī)劃（2013-2020）》，本文提出了一系列以雨水為資源的綠色基礎(chǔ)設(shè)施策略來彌補(bǔ)上述空白，并制定了校園實(shí)施計(jì)劃的三個(gè)階段。其中第一階段總體規(guī)劃包括一個(gè)建成的綠色屋頂項(xiàng)目，研究對(duì)該綠色屋頂表面與作為實(shí)驗(yàn)參照的相鄰瀝青屋頂在削減雨水徑流和降低溫度方面的績效數(shù)據(jù)予以了記錄。總而言之，本研究提供了一種整體性的綠色基礎(chǔ)設(shè)施設(shè)計(jì)方法，不僅為目前相關(guān)研究較少的半干旱氣候地區(qū)貢獻(xiàn)了綠色基礎(chǔ)設(shè)施績效評(píng)價(jià)數(shù)據(jù)，其本身也成為了一個(gè)在設(shè)計(jì)過程中進(jìn)行研究的案例。

關(guān)鍵詞

氣候適應(yīng)性；猶他州；綠色基礎(chǔ)設(shè)施；雨水管理；教育體驗(yàn)；教學(xué)創(chuàng)新

Abstract 

This paper presents an integrated education and research program that involves extensive participation from stakeholders on campus and beyond. The resultant water conscious design proposal promotes efficient stormwater management on Utah State University’s campus, situated in the semi-arid Intermountain West. Utah State has adopted various “green” solutions for stormwater management, such as directing most campus runoff to recharge groundwater. Yet, there is no comprehensive plan that lays out its sustainable practices, and little quantitative assessment of the design performance has been performed. In accord with the University campus Master Plan of 2011 and campus Sustainability Plan 2013-2020, this paper addresses this gap and proposes a series of green infrastructure strategies that make use of rain as a resource, and that can be implemented across campus in three phases. A built green roof project is part of the Phase I master plan. Pilot performance data are presented regarding stormwater runoff and temperature reduction on a green roof surface versus an adjacent test-bed asphalt roof. In summary, the paper provides a holistic approach toward adopting green infrastructure designs and assessing green infrastructure performance in the less evaluated semi-arid climatic conditions, and it serves as an example of research through design process.

Key words

Climate Resilience; Utah; Green Infrastructure; Stormwater Management; Educational Experience; Pedagogical Innovation

對(duì)教育及研究中的實(shí)用主義的反思

A Reflective Practitioner’s View of Teaching and Pragmatism in Research

作者：弗雷德里克·斯坦納 Frederick STEINER

摘要

在本文中，受訪者弗雷德里克·斯坦納首先介紹了賓夕法尼亞大學(xué)設(shè)計(jì)學(xué)院的景觀設(shè)計(jì)教學(xué)體系、優(yōu)勢與創(chuàng)新之處，并立足于其多年的教學(xué)及實(shí)踐經(jīng)驗(yàn)闡釋了研究、教育與實(shí)踐的關(guān)系，以及對(duì)于景觀設(shè)計(jì)教育應(yīng)如何隨時(shí)代發(fā)展而改變的建議。斯坦納表示，無論是其一直致力于推廣的“場地可持續(xù)性設(shè)計(jì)行動(dòng)計(jì)劃”評(píng)級(jí)體系，還是新近出版的書籍《如何制定規(guī)劃》，均可推動(dòng)學(xué)生及從業(yè)者理解專業(yè)知識(shí)，亦可起到一定的公眾教育效用。最后，斯坦納還指出，景觀設(shè)計(jì)師未來應(yīng)關(guān)注景觀設(shè)計(jì)在城市中的作用、氣候變化及易受災(zāi)人群的庇護(hù)等議題，并強(qiáng)調(diào)了具備長遠(yuǎn)目光和考慮時(shí)間對(duì)設(shè)計(jì)的影響的重要性。

關(guān)鍵詞

景觀設(shè)計(jì)教育；課程體系；實(shí)踐；研究；從業(yè)者

Abstract 

In this article, Frederick Steiner, the interviewee, introduced the teaching system of PennDesign and its strengths and innovations, and explained the relationship between research, education, and practice based on his rich teaching and practice experience. He also gave suggestions about how to optimize the Landscape Architecture education and curriculum to keep up with the changing world. Steiner indicated that both the Sustainable SITES Initiative which he has made great efforts on and his latest book Making Plans can contribute to the professional training and public education. When it came to significant issues or promising topics that Landscape Architecture professionals need to pay more attention on the future, Steiner called for focus on the role of Landscape Architecture in the city, and climate changes and settlements to vulnerable populations, and highlighted the importance of taking a long view and designing with time.

Key words

Landscape Architecture Education; Curriculum; Practice; Research; Practitioner

圖示景觀設(shè)計(jì)實(shí)踐與現(xiàn)代科研的錯(cuò)位與解決途徑

Bridging the Gaps between Landscape Design Practice and Scientific Research: A Graphical Interpretation

作者：王志芳 WANG Zhifang

摘要

景觀規(guī)劃設(shè)計(jì)從業(yè)人員似乎并不會(huì)利用其他領(lǐng)域已有的知識(shí)與科研成果，同時(shí)，他們開展的研究往往直接涉及其他學(xué)科領(lǐng)域，但其成果卻無法和相關(guān)領(lǐng)域的科研人員競爭。造成這一現(xiàn)象的核心原因是景觀規(guī)劃設(shè)計(jì)實(shí)踐與現(xiàn)代科研的錯(cuò)位，即“整體與解構(gòu)”“要素與功能”以及“圖示與文字”的差異。本文提出了解決這些錯(cuò)位的兩種重要的途徑與方法，包括發(fā)現(xiàn)與分析問題以及歸納與圖示化科研成果。

關(guān)鍵詞

科研實(shí)踐界面；規(guī)劃設(shè)計(jì)；實(shí)踐研究；錯(cuò)位

Abstract 

Practitioners in the fields of landscape planning and design seem less taking advantage of, or even paying no attention to, existing findings of scientific research in other disciplines; and, they often conduct so-called “transdisciplinary” study on their own, but most of the outcomes are uncompetitive with those proven research findings in relevant fields. The author believed that it is essentially resulted from several dislocations between landscape practice and modern scientific research, that are, the gaps between holism and deconstruction, elements and functions, as well as graphics and texts. To bridge such gaps, this article puts forward two solutions: one is problem-finding and -addressing, and the other is synthesizing and visualization of research results, particularly through graphical interpretation.

Key words

Interface between Research and Practice; Planning and Design; Practice Research; Dislocation

以實(shí)踐為導(dǎo)向的建筑設(shè)計(jì)教學(xué)思考—同濟(jì)大學(xué)“小菜場上的家”系列建筑設(shè)計(jì)實(shí)驗(yàn)課

Reflections on Practice-Oriented Architectural Design Teaching — The CAUP Special Program “Home Above Market” at Tongji University

作者：王方戟 WANG Fangji

摘要

本次訪談圍繞同濟(jì)大學(xué)建筑與城市規(guī)劃學(xué)院“小菜場上的家”建筑設(shè)計(jì)實(shí)驗(yàn)課展開。從2012年開始，同濟(jì)大學(xué)實(shí)驗(yàn)班以“小菜場上的家”作為三年級(jí)建筑設(shè)計(jì)教學(xué)的一個(gè)重要課題，進(jìn)行了多專業(yè)、長周期等特色的設(shè)計(jì)教學(xué)創(chuàng)新嘗試，并出版了系列教學(xué)紀(jì)錄與反思書籍《小菜場上的家》。本次采訪的受訪人王方戟作為教學(xué)主要負(fù)責(zé)人和書籍主要作者，在中國建筑學(xué)界以特色設(shè)計(jì)教學(xué)著稱。作為一種教學(xué)探索，王方戟認(rèn)為，該課程意在讓學(xué)生關(guān)注那些以往被建筑學(xué)教育所忽略的平淡無奇的城市和社會(huì)環(huán)境，從解決今天的問題開始，探索未來中國城市建筑演進(jìn)。

關(guān)鍵詞

菜場；建筑學(xué)；設(shè)計(jì)教學(xué)；教學(xué)創(chuàng)新；同濟(jì)大學(xué)

Abstract 

This interview centers in an architectural design program titled “Home Above Market,” which is one of the special programs of the College of Architecture and Urban Planning at Tongji University for junior experimental classes since 2012. As an innovative teaching practice that combines multiple specialties and spans a long-time period, this program reflects and accumulates its knowledge and experience through a documentary book series. Wang Fangji, the interviewee, is the teaching director of the Home Above Market program and the leading author of the book series, who also enjoys a high reputation in China’s architectural design education. He points out that this program aims at encouraging students to observe and care about ordinary urban and social environment that is often neglected in current architectural education. He further argues that problem-finding and -addressing capability training is important to architectural students, which would help stimulate a more vibrant exploration of China’s urban architecture.

Key words

Local Market; Architecture; Design Teaching; Pedagogical Innovation; Tongji University

中國設(shè)計(jì)教育探索：從課堂到工作坊

Thoughts on Design Education in China: From Classroom to Workshop

作者：何志森，李迪華，劉悅來，汪原 Jason HO, LI Dihua, LIU Yuelai, WANG Yuan

摘要

作為2018全國學(xué)生校園營造聯(lián)盟暑期Mapping&Making工作坊的特邀指導(dǎo)教師，北京大學(xué)李迪華、Mapping工作坊創(chuàng)始人何志森、同濟(jì)大學(xué)劉悅來和華中科技大學(xué)汪原嘗試為中國傳統(tǒng)設(shè)計(jì)教學(xué)模式注入新的思路。在訪談中，4位老師表達(dá)了自己對(duì)目前中國設(shè)計(jì)學(xué)科的教育體制和教學(xué)環(huán)境的看法。他們一致認(rèn)為，中國設(shè)計(jì)教育已經(jīng)面臨著現(xiàn)實(shí)危機(jī)，不論是高校教師還是學(xué)生都需要意識(shí)到改變的迫切性；目前設(shè)計(jì)教育改良尚未得到足夠重視，學(xué)校間、教師間對(duì)于教育意義、教育未來的討論尚未建立。他們試圖以工作坊教學(xué)為契機(jī)，讓高校師生們看到設(shè)計(jì)教育的更多可能，同時(shí)培養(yǎng)學(xué)生的觀察力、探索欲、好奇心、自信心和獨(dú)立思考及實(shí)證能力。

關(guān)鍵詞

設(shè)計(jì)教育；教育危機(jī)；啟蒙；教學(xué)法；批判

Abstract 

Li Dihua from Peking University, Jason Ho, Founder of the Mapping Workshop, Liu Yulai from Tongji University, and Wang Yuan from Huazhong University of Science and Technology were guest instructors at the 2018 Mapping & Making Summer Workshop of National College Student Campus Building Alliance. They each work on bringing new ideas to traditional design education. In this interview they shared their opinions on current design education and teaching in China. They believe that design education in China is currently at a point of crisis where both instructors and students need to be aware of the urgency to change. However, little attention has been given to the improvement of design education, nor has a discourse to explore a future direction been built. The interviewees approached the workshop as an opportunity for students and educators to see new possibilities in design education. Meanwhile, they hope to develop students’ curiosity and confidence in observation, exploration, independent thinking, and evidential design.

Key words

Design Education; Educational Crisis; Enlightenment; Pedagogy; Criticism

從《圖解景觀生態(tài)規(guī)劃設(shè)計(jì)原理》看景觀生態(tài)規(guī)劃設(shè)計(jì)教學(xué)中原理與實(shí)踐的轉(zhuǎn)化

Teaching Exploration on Bridging Theories with Practice of Landscape Ecological Planning and Design: Illustrated Principles of Landscape Ecological Planning and Design

作者：岳邦瑞，費(fèi)凡YUE Bangrui, FEI Fan

摘要

本文圍繞《圖解景觀生態(tài)規(guī)劃設(shè)計(jì)原理》一書的內(nèi)容體系，闡述了作者對(duì)于景觀生態(tài)規(guī)劃設(shè)計(jì)的理論、教學(xué)與實(shí)踐體系的思考。本文首先就將生態(tài)學(xué)（及其相關(guān)學(xué)科）基本原理應(yīng)用于景觀生態(tài)規(guī)劃設(shè)計(jì)的研究、教學(xué)與實(shí)踐方法進(jìn)行了探索；隨后提出了一個(gè)將理論研究與規(guī)劃設(shè)計(jì)實(shí)踐相橋接的多層次研究體系（包括基礎(chǔ)理論研究、應(yīng)用基礎(chǔ)研究和實(shí)踐應(yīng)用研究）；最后，基于上述景觀生態(tài)規(guī)劃設(shè)計(jì)體系建立了以空間導(dǎo)則為核心的T－P－C途徑（即原理－空間格局/空間導(dǎo)則－實(shí)踐案例），并將其作為從生態(tài)學(xué)原理到規(guī)劃設(shè)計(jì)實(shí)踐的普適性操作程序。基于對(duì)書籍用戶的抽樣調(diào)查，本文進(jìn)一步修訂和深化了景觀生態(tài)規(guī)劃設(shè)計(jì)研究體系。

關(guān)鍵詞

風(fēng)景園林學(xué)；生態(tài)學(xué)；規(guī)劃設(shè)計(jì)；景觀生態(tài)學(xué)

Abstract 

By reviewing the structure of the book Illustrated Principles of Landscape Ecological Planning and Design, this article reexamines the relationship between theoretical study, teaching, and practice in landscape ecological planning and design. It first explores how to apply the principles of ecological sciences (and other relevant disciplines) into related research, teaching, and practice of landscape ecological planning and design. The authors put forward a multi-level research system that integrates fundamental theories, application bases, and practice, in order to bridge ecological principles with planning and design practice. In addition, based on this landscape ecological planning and design system, the authors developed a T-P-C Approach, a universal operating procedure that links up Theories, Patterns or Principles, and Practice Cases and centers in spatial principles. Through a reader sampling survey, the research system of landscape ecological planning and design is refined and improved based on audience’s comments.

Key words

Landscape Architecture; Ecology; Planning and Design; Landscape Ecology

讓設(shè)計(jì)決策有章可循：循證設(shè)計(jì)作為景觀實(shí)踐的方法論

An Evidence-Based Methodology for Landscape Design

作者：黎鵬志，劉博新，高翼文 LI Pengzhi, LIU Boxin, GAO Yiwen

摘要

作為一種以科學(xué)研究為支撐的設(shè)計(jì)方法論，循證設(shè)計(jì)已逐步應(yīng)用到建筑及景觀設(shè)計(jì)領(lǐng)域，是一種基于可靠研究成果制定建筑環(huán)境決策的設(shè)計(jì)過程。本文對(duì)循證設(shè)計(jì)的概念和流程進(jìn)行了闡述，并以美國德克薩斯州大學(xué)城生態(tài)廊道規(guī)劃與上海楊浦大橋橋頭公園設(shè)計(jì)兩個(gè)實(shí)踐項(xiàng)目為例，從區(qū)域規(guī)劃和公共空間設(shè)計(jì)層面進(jìn)一步說明了作為循證設(shè)計(jì)核心環(huán)節(jié)的“關(guān)鍵問題搜尋和解決”的具體內(nèi)容，并總結(jié)了該方法論的優(yōu)勢與挑戰(zhàn)。

關(guān)鍵詞

循證設(shè)計(jì)；關(guān)鍵問題；設(shè)計(jì)決策；研究；景觀設(shè)計(jì)實(shí)踐

Abstract 

As a design method supported by scientific knowledge and findings, evidence-based design now is widely applied in the field of architectural and landscape design. This design process makes architects and landscape designers’ decisions about built environment sound and reliable. Combining two practice cases — the Urban Ecological Corridor Planning of College Station of Texas, a regional planning project, and Landscape Design of the Yangpu Bridge Park in Shanghai, an urban public space project — this article illustrates the concept and process of key issue identification and response, a pivotal step in evidence-based design, and points out the challenges in related applications of this method.

Key words

Evidence-Based Design; Key Issues; Design Decisions; Research; Landscape Design Practice

復(fù)雜性視角下的生態(tài)設(shè)計(jì)—以呼倫貝爾游牧景觀概念性設(shè)計(jì)為例

Ecological Design in the Perspective of Complexity — Conceptual Design of Nomadic Landscape in Hulunbuir

作者：劉京一，張夢晗 LIU Jingyi, ZHANG Menghan

摘要

隨著生態(tài)設(shè)計(jì)逐漸超越了環(huán)境和資源保護(hù)而成為創(chuàng)造和管理復(fù)雜系統(tǒng)的活動(dòng)，越來越多的研究者和設(shè)計(jì)師開始從復(fù)雜性科學(xué)中尋找設(shè)計(jì)方法。目前，復(fù)雜性理論已廣泛用于復(fù)雜形態(tài)的生成以及設(shè)計(jì)過程模型的構(gòu)建，一些設(shè)計(jì)者通過隱喻的方式將復(fù)雜性理論與設(shè)計(jì)文化相結(jié)合。在這一背景下，本文試圖以呼倫貝爾游牧景觀概念性設(shè)計(jì)①為例，探討復(fù)雜性視角下的生態(tài)設(shè)計(jì)方法在實(shí)踐中的運(yùn)用，包括在現(xiàn)狀研究中通過“數(shù)據(jù)景觀”揭示多種因素間的潛在聯(lián)系并探討設(shè)計(jì)策略；同時(shí)，在設(shè)計(jì)過程中借鑒復(fù)雜系統(tǒng)設(shè)計(jì)中的層級(jí)嵌套和自下而上方法，試圖將包含多方案篩選和反饋學(xué)習(xí)的過程運(yùn)用于實(shí)施管理。

關(guān)鍵詞

生態(tài)設(shè)計(jì)；復(fù)雜性；嵌套尺度；自下而上；多解未來

Abstract 

As ecological design gradually goes beyond environmental protection or resource conservation towards an activity of creating and managing complex systems, researchers and designers have been increasingly looking for design methods from complexity science. Currently, complexity theories have been widely applied in generating complex forms and establishing design process models. Some designers have further integrated complexity theories with design culture through metaphors. In such context, this article attempts to explore application of ecological design methods under a perspective of complexity science. This article describes a conceptual design for Hulunbuir nomadic landscape, which reveals potential relationships between multiple factors and helps define design strategies with a kind of datascape. The design process draws on complex system design methods featuring a bottom-up process through nested hierarchies and tries to apply an alternative selecting framework and a feedback-learning system for a more tangible implementation and management.

Key words

Ecological Design; Complexity; Nested Scale; Bottom-Up; Alternative Futures

在實(shí)踐中孕育創(chuàng)新：建筑、工程與景觀設(shè)計(jì)領(lǐng)域的研究范例

Incubating Innovation in Practice: Research Models from Architecture, Engineering, and Landscape Architecture

作者：安雅·多姆萊斯基Anya DOMLESKY

摘要

愈加復(fù)雜的城市與環(huán)境正面臨著前所未有的挑戰(zhàn)，僅追求美學(xué)價(jià)值的設(shè)計(jì)已不再滿足時(shí)代的需要。當(dāng)今的城市設(shè)計(jì)、景觀設(shè)計(jì)和規(guī)劃實(shí)踐都要求超越傳統(tǒng)的設(shè)計(jì)服務(wù)范疇，通過倡導(dǎo)預(yù)見性、研究性、實(shí)驗(yàn)性和創(chuàng)新性以獲得更深刻的洞見。兩年前，SWA集團(tuán)建立了公司結(jié)構(gòu)化研究與項(xiàng)目創(chuàng)新平臺(tái)—XL實(shí)驗(yàn)室，致力于解決設(shè)計(jì)領(lǐng)域新出現(xiàn)的復(fù)雜問題，其體系既借鑒了建筑、工程行業(yè)中設(shè)立研究部門來指導(dǎo)實(shí)踐的經(jīng)驗(yàn)，又具有景觀設(shè)計(jì)行業(yè)的特色。本文以該實(shí)驗(yàn)室及其他兩個(gè)代表性研究團(tuán)隊(duì)為例，對(duì)當(dāng)代設(shè)計(jì)對(duì)研究的現(xiàn)實(shí)需求，行業(yè)內(nèi)獨(dú)立研究和創(chuàng)新團(tuán)隊(duì)的形成原因、運(yùn)作模式和研究方法，以及企業(yè)如何確定研究主題并進(jìn)行優(yōu)先級(jí)排序展開探討。

關(guān)鍵詞

基于實(shí)踐的研究；創(chuàng)新性；研究性；預(yù)見性；可視化與模擬

Abstract 

As our cities and environments become more complex and face unprecedented challenges, it is no longer sufficient to design for aesthetics alone. Urban design, landscape architecture, and planning now demand going beyond typical design services to support deeper insights via foresight, research, experimentation, and innovative advocacy. SWA is one example of addressing these emerging complexities through two-year-old XL Lab, the firm’s platform for structured research and innovation projects. XL Lab differs and shares attributes with dedicated research teams in firms from allied fields such as architecture and engineering, where research entities that inform practice have been operating for longer than in landscape architecture. This article discusses the need for research in design now, what factors formed distinct research and innovation teams across the industry, their models and approaches, and how firms identify and prioritize research themes or issues taking XL Lab and another two research teams as examples.

Key words

Practice-Based Research; Innovation; Research; Foresight; Visualization and Simulation

工具與高山景觀：一種調(diào)查貢嘎山路線的方式

Tools and Alpine Landscapes: An Approach to Inquiring into Mount Gongga Routes
作者：李賓 LI Bin

摘要

中國的高寒山區(qū)曾經(jīng)是地圖上的未知之地，這其中就包括貢嘎山— 高于成都平原7 000m的橫斷山脈的最高峰。貢嘎山正在經(jīng)歷著訪客的劇增、基礎(chǔ)設(shè)施的更新，以及路線的重塑，成為在城鄉(xiāng)轉(zhuǎn)型背景下探討如何通過策劃高山景觀路線與停留場所來應(yīng)對(duì)未來變化的一個(gè)典型區(qū)域。由于地理位置偏遠(yuǎn)，這座高山對(duì)于景觀設(shè)計(jì)師和研究者們而言是空白的。地形突起拉伸且壓縮了其景觀層次，也干預(yù)著田野觀察。在挪威奧斯陸建筑與設(shè)計(jì)學(xué)院于特羅姆瑟市開設(shè)的景觀設(shè)計(jì)學(xué)碩士課程“高處勝寒：從北極地到極高山”中，師生們嘗試了一種混合的研究高山景觀的方式：以主題式的高山繪圖和田野工作框架為工具, 從挪威的高山區(qū)域入手調(diào)查了貢嘎山。課程藉此對(duì)未來的停留場所和路線提出初步構(gòu)想，并在北挪威美術(shù)館舉辦展覽，對(duì)這一跨地域的景觀研究成果進(jìn)行了反思式的展示。

關(guān)鍵詞

高山景觀；工具；高山繪圖；田野工作框架；策劃；景觀路線

Abstract

Chinese high cold mountains had long been an undiscovered terrain on maps. One of them was Mount Gongga, the highest peak of the Hengduan Mountain Ranges, elevated seven thousand meters above the Chengdu Plain. Mount Gongga has been experiencing visitor blooming, infrastructure updating, and route reshaping, making it a representative case study to examine how landscape routes and pauses can be curated for future changes in ongoing rural-urban transitions. Geographical remoteness keeps this high mountain a white spot to landscape architects and researchers. Topographic prominence stretches and condenses alpine landscape layers and intervenes field observations. "Trans-Alpine: From the Polar to the Peak", a Master of Landscape Architecture design studio at the Oslo School of Architecture and Design locating in Troms?, experimented with an approach to inquiring into Mount Gongga from Norwegian alpine zones: a combination of research tools including thematic alpine mapping and fieldwork framework. The tool outcomes informed the landscape researchers to further imagine future pausing or route scenarios. Some of the results were curated in an exhibition space at the Nordnorsk Kunstmuseum, as a reflective display of this landscape exploration across two geographies.

Key words

Alpine Landscape; Tool; Alpine Mapping; Fieldwork Framework; Curating; Landscape Route

本土資源的延續(xù)與創(chuàng)新：仙娘溪村集憶廣場

Inheritance and Innovation of Local Resources — Square of Collective Memory in Xianniangxi Village

作者：郭子怡 KUO Jze Yi

摘要

從本土文化與習(xí)俗中，我們能夠看到人與大自然的相互關(guān)系、人性與道德觀和價(jià)值觀、生活的真實(shí)性與在地民俗智慧。建筑學(xué)與現(xiàn)今的建筑實(shí)踐能否學(xué)習(xí)本土智慧，以發(fā)展具有文化延續(xù)性的本土建筑理念與方法呢？這種方法對(duì)鄉(xiāng)村社區(qū)發(fā)展有何意義？2015年至今，深圳大學(xué)建筑與城市規(guī)劃學(xué)院助理教授郭子怡持續(xù)地在四川省、廣東省、山東省與河南省等地的不同村落，帶領(lǐng)研究助理、學(xué)生們與合作方，結(jié)合教學(xué)、研究與實(shí)踐方法，以參與式設(shè)計(jì)聯(lián)合村民嘗試運(yùn)用當(dāng)?shù)刭Y源，建造延續(xù)鄉(xiāng)土文化的公共空間。本文以2017~2018年設(shè)計(jì)的廣東省仙娘溪村集憶廣場為例，分析運(yùn)用此種方式進(jìn)行教學(xué)、研究與實(shí)踐的成果，總結(jié)本土資源的延續(xù)與創(chuàng)新方法。

關(guān)鍵詞

鄉(xiāng)村資源；本土智慧；參與式設(shè)計(jì)；社區(qū)發(fā)展；傳承與創(chuàng)新

Abstract

Through local culture and customs, we can see the relationship between human beings and nature, the humanity, morality, and value, the authenticity of life, and the wisdom of local folklore. Can Architecture and the contemporary architectural practices learn from local wisdoms to develop culturally sustainable local architectural concepts and methods? What is the significance of these methods for the development of rural communities? Since 2015, Kuo Jze Yi, assistant professor from the School of Architecture and Urban Planning at Shenzhen University, has continued to work in different villages in provinces such as Sichuan, Guangdong, Shandong and Henan, with research assistants, students, and local collaborators, combining teaching, research, and practical methods. In a participatory design approach, they allied with villagers and tried to use local resources to build public spaces that inherit local culture. Taking the Square of Collective Memory in Xianniangxi village designed during 2017 and 2018 as a case study, this article examines the teaching, research, and practice outcomes of participatory design approach, and suggests methods of inheritance and innovation of local resources.

Key words

Rural Resources; Local Wisdom; Participatory Design; Community Development; Inheritance and Innovation