刊首語(yǔ)

10月31日-11月1日，中國(guó)風(fēng)景園林學(xué)會(huì)2015年會(huì)在北京召開(kāi)，閉幕式上頒發(fā)了學(xué)生設(shè)計(jì)競(jìng)賽獎(jiǎng)，本期刊登了部分獲獎(jiǎng)作品。

除了一年一度的中國(guó)風(fēng)景園林學(xué)會(huì)學(xué)生設(shè)計(jì)競(jìng)賽外，風(fēng)景園林學(xué)生還有很多機(jī)會(huì)參加國(guó)內(nèi)外各種設(shè)計(jì)競(jìng)賽，如果每項(xiàng)競(jìng)賽都做，估計(jì)學(xué)生會(huì)從年初忙到年末。除了風(fēng)景園林學(xué)會(huì)學(xué)生競(jìng)賽外，最受中國(guó)學(xué)生關(guān)注的是國(guó)際風(fēng)景園林師聯(lián)合會(huì)（IFLA）組織的學(xué)生設(shè)計(jì)競(jìng)賽，今年6月，中國(guó)學(xué)生獲得了IFLA學(xué)生設(shè)計(jì)競(jìng)賽的第二名和第三名，9月又獲得了國(guó)際風(fēng)景園林師聯(lián)合會(huì)亞太區(qū)（IFLA-APR）學(xué)生設(shè)計(jì)競(jìng)賽的前三名和大部分入圍獎(jiǎng)。自從這兩項(xiàng)競(jìng)賽設(shè)立以來(lái)，中國(guó)大陸學(xué)生都取得了壟斷性的好成績(jī)，幾乎每一屆競(jìng)賽都囊括半數(shù)以上獎(jiǎng)項(xiàng)，獲得第一名也是司空見(jiàn)慣。由于歷年來(lái)中國(guó)大陸學(xué)生在這兩項(xiàng)競(jìng)賽中獲獎(jiǎng)太多，已嚴(yán)重影響到獲獎(jiǎng)面的廣泛性，所以其他國(guó)家和地區(qū)學(xué)生的參賽作品往往會(huì)引起評(píng)委們更多的興趣和關(guān)注。為了取得好成績(jī)，近幾年不少中國(guó)大陸學(xué)生的設(shè)計(jì)都選擇境外或國(guó)外的某個(gè)地塊，希望讓評(píng)委們以為這是來(lái)自其他國(guó)家和地區(qū)的學(xué)生的參賽作品。

中國(guó)大陸學(xué)生最早獲得風(fēng)景園林學(xué)生競(jìng)賽獎(jiǎng)是1988年，當(dāng)年劉曉明和翟俊獲得了IFLA學(xué)生設(shè)計(jì)競(jìng)賽優(yōu)勝獎(jiǎng)，1990年劉曉明又獲得了第一名，隨后，周曦、林鷹、鄔峻、朱育帆、林箐等又接連獲獎(jiǎng)。當(dāng)時(shí)要完成一項(xiàng)設(shè)計(jì)競(jìng)賽實(shí)屬不易，由于資料極其匱乏，所以選址非常困難，而且大多是一人獨(dú)立參賽，工作都必須獨(dú)自完成，也沒(méi)有電腦，兩張A0圖紙全憑手工完成，一旦出錯(cuò)就可能全部返工重來(lái)，所以一項(xiàng)設(shè)計(jì)從開(kāi)始構(gòu)思到最終提交往往需要一兩個(gè)月時(shí)間，當(dāng)年的獲獎(jiǎng)?wù)邆円欢ú粫?huì)忘記那艱難的設(shè)計(jì)過(guò)程，也一定從參加競(jìng)賽中獲益良多，他們今天大多已成為非常出色的教師和設(shè)計(jì)師了。

2000年以后，獲IFLA學(xué)生設(shè)計(jì)競(jìng)賽獎(jiǎng)的中國(guó)學(xué)生越來(lái)越多了。學(xué)生們都是以團(tuán)隊(duì)的方式參賽，每一個(gè)獲獎(jiǎng)作品的背后都有4-5位獲獎(jiǎng)?wù)?。與早期參賽學(xué)生的設(shè)計(jì)方式不同，電腦和互聯(lián)網(wǎng)的出現(xiàn)大大節(jié)省了查閱資料和制圖的時(shí)間，組隊(duì)參賽也減少了每個(gè)人的工作強(qiáng)度，成員們可各自分工，發(fā)揮特長(zhǎng)，集團(tuán)隊(duì)的力量完成設(shè)計(jì)。所以現(xiàn)在的參賽者一定不會(huì)像他們的前輩一樣，在參加競(jìng)賽中有那么多的磨礪。

優(yōu)秀的風(fēng)景園林院系中的學(xué)生都會(huì)受到較為綜合的設(shè)計(jì)訓(xùn)練，但是學(xué)校的設(shè)計(jì)教學(xué)往往有嚴(yán)格的進(jìn)度要求和一些特定的規(guī)則和限制，教師的主導(dǎo)性很強(qiáng)，學(xué)生按老師的要求與指導(dǎo)做設(shè)計(jì)，發(fā)揮與嘗試的空間受到很多限制，而參加競(jìng)賽使得學(xué)生有機(jī)會(huì)擺脫教學(xué)的約束，再加上競(jìng)賽經(jīng)常是一個(gè)大主題下的虛擬題目，從選址到概念再到設(shè)計(jì)進(jìn)程直至最后成圖，整個(gè)過(guò)程非常開(kāi)放，有無(wú)盡的可能，所以很多學(xué)生對(duì)參加設(shè)計(jì)競(jìng)賽都有濃厚的興趣。不少學(xué)校也積極鼓勵(lì)學(xué)生、特別是研究生有選擇地參加一些競(jìng)賽，因?yàn)檫@在一定程度上可以彌補(bǔ)教學(xué)的不足，對(duì)培養(yǎng)學(xué)生的綜合能力有很多益處。首先，由于競(jìng)賽的主題往往都具有綜合性、敏感性和前沿性的特點(diǎn)，涉及的內(nèi)容也會(huì)部分超出學(xué)校教學(xué)的范圍，要完成好設(shè)計(jì)，學(xué)生必需進(jìn)行一定的理論研究和思考，這會(huì)拓展學(xué)生的視野，激勵(lì)學(xué)生的創(chuàng)作欲望和設(shè)計(jì)個(gè)性，培養(yǎng)綜合解決復(fù)雜問(wèn)題的能力。其次，平時(shí)教學(xué)中的各種作業(yè)往往是獨(dú)立完成，而設(shè)計(jì)競(jìng)賽為學(xué)生提供了合作的機(jī)會(huì)，參加競(jìng)賽也會(huì)培養(yǎng)學(xué)生的團(tuán)隊(duì)精神。另外，由于卓越的圖紙表達(dá)是競(jìng)賽獲獎(jiǎng)的必備條件，所以在競(jìng)賽中學(xué)生們都會(huì)嘗試一些新穎的圖紙表達(dá)方式。通過(guò)完成一個(gè)設(shè)計(jì)競(jìng)賽，學(xué)生的圖紙表現(xiàn)能力會(huì)有很大提高。當(dāng)然，獲獎(jiǎng)會(huì)極大地激發(fā)學(xué)生的設(shè)計(jì)興趣，獲獎(jiǎng)也能成為他們學(xué)生時(shí)代的重要履歷。

我每年都會(huì)指導(dǎo)學(xué)生參加一些設(shè)計(jì)競(jìng)賽，也經(jīng)常作為評(píng)委，評(píng)判一些設(shè)計(jì)競(jìng)賽，從中我也會(huì)深深地感受到競(jìng)賽的局限和不利的因素。其中最大的問(wèn)題是，學(xué)生競(jìng)賽往往首先考慮如何吸引評(píng)委的關(guān)注，于是地塊都會(huì)選擇具有較高關(guān)注度和非常敏感的地區(qū)，甚至是國(guó)外的地塊，設(shè)計(jì)者不太可能去看現(xiàn)場(chǎng)，但為了獲得更好的設(shè)計(jì)條件，或是能更有效地體現(xiàn)自己的設(shè)計(jì)思想，設(shè)計(jì)者往往會(huì)對(duì)現(xiàn)場(chǎng)按自己的要求進(jìn)行任意改編，還有就是在競(jìng)賽中盲目追求時(shí)髦的概念和炫酷的圖紙表達(dá)。我擔(dān)心這些會(huì)讓學(xué)生養(yǎng)成一些很不好的設(shè)計(jì)習(xí)慣，以為這就是正確的工作方式，從而影響他們未來(lái)的職業(yè)生涯，尤其影響他們對(duì)現(xiàn)場(chǎng)的理解和對(duì)設(shè)計(jì)的判斷。

與其他國(guó)家的風(fēng)景園林學(xué)生相比，中國(guó)學(xué)生獲得了更多的IFLA學(xué)生競(jìng)賽獎(jiǎng)，這反映出中國(guó)風(fēng)景園林教育具有很高的水準(zhǔn)，學(xué)生具有優(yōu)秀的能力。不過(guò)這也并不能得出中國(guó)學(xué)生強(qiáng)于國(guó)外學(xué)生的結(jié)論，因?yàn)闅W美國(guó)家很少有學(xué)生參加IFLA學(xué)生競(jìng)賽，他們更認(rèn)同本國(guó)的學(xué)生獎(jiǎng)，如美國(guó)學(xué)生關(guān)注的是ASLA學(xué)生獎(jiǎng)，德國(guó)學(xué)生更關(guān)心BDLA學(xué)生獎(jiǎng)。無(wú)論我們的教師還是學(xué)生，對(duì)參加設(shè)計(jì)競(jìng)賽應(yīng)該具有平和的心態(tài)，少一些功利心，多一些對(duì)自我提升的期望。每次競(jìng)賽都會(huì)有幾百件參賽作品，而評(píng)獎(jiǎng)時(shí)間有限，獲獎(jiǎng)有時(shí)也具有一定的機(jī)會(huì)性，獲獎(jiǎng)方案并不一定明顯優(yōu)于未獲獎(jiǎng)方案，獲獎(jiǎng)的學(xué)生在未來(lái)也并不一定就能夠成為優(yōu)秀的風(fēng)景園林師。

PREFACE

The Chinese Society of Landscape Architecture holds the 2015 annual conference from 31stOctober to 1stNovember in Beijing and presents the prizes for the university design competition at the closing ceremony. In this issue, we publish part of the winning works from this university competition.

In China, except for the Chinese Society of Landscape Architecture University Design Competition, landscape architecture students have lots of opportunities to participate in various design competition at home and abroad.The most popular one is the International Student Design Competition of IFLA Word Congress. In June of this year, Chinese students won the Second and Third Prize in the IFLA Student Design Competition. September again,Chinese students included the top three at the International Federation of Landscape Architect in Asia Pacific (IFLA APR) Student Design Competition.Chinese participants always get the satisfied result since the two competitions were established. That is, almost every session of competition, winning the first prize is commonplace for Chinese students. Recent years, it seems the design proposals from other countries or regions student entries would cause the judges more interest and attentions than Chinese. Thus, Chinese will sometimes move to overseas or choose a foreign site for design, hope to make the judges thought that the team is from other country or regions to submit design proposal.

In 1988, Chinese landscape architecture student first won the Honorable Mention in IFLA Design Competition. They are LIU Xiao-ming and QU Jun.Gradually, more and more Chinese designers won award in authentic design competition such as ZHOU Xi, LIN Ying, WU Jun, ZHU Yu-fan and LIN Qing. At that time, it is very hard to finish a design proposal for competition.The information and materials are extremely limited, and then bring big trouble choosing the site location. Furthermore, attending competition is mostly one independent work. Participant must do the design alone without computer. Complete two A0-sized drawings all by hands. Normally, it takes at least one whole month to prepare for. In a tough time for joining the competition, the winner designers would gain a lot and they mostly have become the outstanding designers or excellent teachers.

Since the year of 2000, increasing Chinese students attended and won the prize in IFLA Design Competition. Currently, the participants are always the group work, 4-5 team members together. Besides, they could utilize computer and surf the Internet to save time and raise efficiency. Team competition also help to reduce working strength, members would fulfill their advantages and special skill. So now, the participants will not endure as much pressures and pain as their predecessors have for the competition.

Chinese landscape architecture student will have the comprehensive design training in the college. However, the school work always has a strict schedule and specific restrictions. Students have to follow the lecturer's guidance to do design. There is not enough space for them to have a try and develop. Joining the design competition brings them an uncommon opportunity to develop their design proposal all by themselves and open for them to explore, which draw wide attention and strong interest within undergraduates. Many schools actively encourage students, especially the graduates to selectively participate in design competitions, which would gain a lot of benefits to cultivate the students' comprehensive abilities. The first, the theme for a competition would be comprehensive, sensitivity and foresight, beyond the scope of school teaching. To complete such a good design, students require to do great many researches and reliability consideration, which could inspire students' creative thinking and the ability to solve complex problems. The second, design competition provides students with opportunities to do team work and also cultivate the students' team spirit. The third, due to the excellent drawing expression is essential for winning prize, the participants must improve their ability of drawing performance. The last, of course, the prize would greatly stimulate students' interest in designing. The award-winning also bring them more honor and obtain exposure in their resumes.

Every year, I would guide students to participate in various design competitions. Also, join to evaluate design works for competition as a judge,from which I realize the limitations to a competition and its adverse factors.The biggest problem is that students love to consider how to attract attention of judges. And then, they choose the foreign site or very sensitive areas where the designers are unable to visit and inspect the site personally. In order to get a better result, or more effectively reflect their inspirations, the designers tend to make free adaptations according to their requirements. Besides, they seek for very advanced concept and use fashionable expressions or drawings for competition. I indeed fear such the behavior will cultivate emerging designers the bad habits and gradually misunderstand the correct way of working which would finally affect their future career, especially influence their understanding towards the site and judgment to the design planning.

Compared with other country's landscape architecture students, Chinese have got many IFLA prizes in competition, which proves China gains advanced educational abilities in the landscape architecture domain and students have top design capability. But we still cannot say Chinese must be stronger than foreign students. In fact, only a few students from Europe and America to participate in IFLA competition, they prefer to attend their domestic design competition, such as the American focus on the ASLA award and the German choose BDLA student award. Teachers or students to take part in the design competition have to hold right attitude towards the result,less aggressive, more expectations on self-improvement. The competition often could receive several hundreds submissions, but award evaluation time is limited. The award-winning sometimes has certain opportunities. Thus, the first place is not always the best design beyond all. It is difficult to confirm the winner student would become an excellent landscape architect in the future.