《风景园林植物学》是风景园林专业的核心必修课程，该课程开设已有近十年的历史，但尚未有基于该课程教学效果反馈的教学改革研究。面向风景园林专业毕业生开展《风景园林植物学》教学反馈的问卷调查，并通过SPSS因子分析，总结影响该课程教学效果的3个主要因子，即“课堂教学形式”“实践教学模式”和“考核标准”。通过因子要素分析，发现学生更倾向以老师讲授为主的课堂教学形式；希望尽可能加强理论教学与实践教学的衔接，并以小组的形式进行实践教学；同时适当调整平时成绩在期末成绩中的比重。基于上述研究结果和课程特点，围绕两个学期的教学活动，探索出“以提高学生风景园林植物识别水平为核心，兼顾风景园林植物应用能力培养”的“两循环”教学模式，有效增强了学生的学习热情和效率。

Landscape Botany is one of the core courses for landscape architecture major, and this course has been conducted for nearly ten years, however there is still no educational reform research based on the feedback of undergraduated students. In this study, the questionnaire survey of teaching feedback of Landscape Botany was conducted for undergraduated students of landscape architecture major. Using the SPSS factor analysis method, three critical factors including“classroom teaching format”, “practical teaching mode”, and “assessment standards” which can affect the teaching effect of this course were summarized. Based on the factor elements analysis, the students were found to be more prefer the physical classroom teaching format, small groups for the practical teaching of landscape identification to strengthen the connection between theoretical teaching and practical teaching, and hope to adjust the weight of practice grade in final score. According to the above results and course traits, the “two-cycle” teaching model was designed based on two semesters of teaching activities, with the core of improving the ability of students landscape plants identification, and the cultivation of landscape plants application skill, which could effectively enhance students' learning enthusiasm and efficiency

S688

南京林业大学高等教育研究课题（编号2017B12）；南京林业大学教学质量提升工程项目（2021-YLKT-013）；江苏高校优势学科建设工程资助项目（编号PAPD）