| 摘要: |
| 城乡规划联合毕业设计是本科实践
教学中的综合集成，在学科融合背景下发挥
重要作用。本文结合网络调查与实践总结，
系统梳理了近年来全国范围的城乡规划联合
毕设开展情况。结果显示：联合毕设呈现全
国性、区域性、省域性三层级；时间维度
上，高校参与次数呈现线性快速增长；空间
维度上，参与高校呈现空间分异和区域集聚
特征。从社会网络分析上看，各高校发挥着
不同的链接作用，且协作紧密程度各异。同
时，全国性联合毕业设计注重创新引领与前
沿探索，区域性与省域性联合毕业设计则更
聚焦地区协作与特色议题。此外，本文结合
典型实例探讨了联合毕业设计发展趋势，并
对当前存在的问题进行了讨论，希望为促进
联合毕业设计高质量、持续稳步发展提供
参考。 |
| 关键词: 城乡规划 联合毕业设计 创新引
领 协同育人 |
| DOI：10.13791/j.cnki.hsfwest.20251227004 |
| 分类号: |
| 基金项目:重庆市高等教育教学改革研究一般项目（243018）；教育部基础学科和交叉学科突破计划（JYB2025XDXM901）；重庆大学优秀跨学科基层教学组织建设案
例项目 |
|
| Innovation-driven and collaborative education: Characteristics and trends of jointundergraduate thesis design in urban and rural planning |
|
YE Lin,LI Zhonghan,LI Heping,WEI Wei,ZHANG Qixuan
|
| Abstract: |
| Urban and rural planning is an interdisciplinary and practice-oriented applied discipline, in
which practical teaching and final-year projects serve as the core components for assessing the
effectiveness of undergraduate education. Against the backdrop of disciplinary convergence and the
new engineering education initiative, joint thesis designs in urban and rural planning have become a
vital vehicle for inter-institutional exchange, teaching reform and disciplinary development. Drawing
on online data collection and practical experience, this paper systematically reviews the
implementation of joint thesis designs in urban and rural planning across the country in recent years.
Joint thesis designs in China began in 2011. The initiative launched in 2013 by six universities,
including Tsinghua University, set a precedent, and since 2017, a three-tiered nested network of
educational collaboration—comprising national, regional and provincial levels—has gradually taken
shape. By the end of 2024, there were over 20 national joint graduation project alliances, covering
more than 100 universities across 28 provinces and municipalities. Of the 61 universities that have
passed professional accreditation, 53 are participating in these initiatives; however, the academic
community has yet to conduct systematic research on the implementation of joint thesis designs
nationwide. To this end, taking the period from 2011 to 2024 as the research timeframe and 2024 as
the key node, the study utilized Ucinet 6.0 software to construct a university cooperation network. A
systematic analysis was conducted across dimensions including temporal evolution, spatial
distribution, network relationships, core characteristics and development trends, aiming to reveal the
developmental patterns of joint thesis designs and provide references for promoting their high-quality
development and reforming urban and rural planning education. The research findings indicate that,
over time, the number of times universities participated in joint thesis designs has shown rapid linear
growth, rising from 7 instances in 2011 to 184 in 2024. The widespread adoption of online teaching
during the pandemic further accelerated this expansion. National consortia were the first to establish a
stable teaching framework, whilst regional and provincial consortia have developed rapidly since
2016; the three complement and support the diversified development of planning education
nationwide. In the spatial dimension, participating universities exhibit distinct patterns of
differentiation and regional clustering. Participation is particularly high in eastern regions such as
Beijing, Jiangsu, Zhejiang and Guangdong, whilst central and western regions including Shaanxi,
Sichuan, Chongqing and Hunan have performed notably well. Significant clustering effects are
evident in regions such as the Beijing-Tianjin-Hebei, Yangtze River Delta, Guangdong-Hong Kong-Macao, Chengdu-Chongqing and Shaanxi-Gansu clusters. Social network analysis shows that each university undertakes different link functions in the network,
and the degree centrality can effectively reflect the breadth of university cooperation. Some non-traditional universities have become the core nodes of the
network with high participation and openness. The degree centrality level is significantly positively correlated with the passing rate of professional evaluation.
The passing rate of high centrality universities is 92.8%, which plays a leading role in the joint completion. In terms of network density, the density of the
national consortium is 0.2460, the structure is close and stable, and constitutes the overall network skeleton; after superimposing regional and provincial
networks, the overall density drops to 0.1037, showing an unbalanced state. In terms of core characteristics, national-level joint thesis designs are guided by
innovation and cutting-edge exploration, benchmarking against international standards and focusing on complex issues such as urban regeneration and heritage
conservation; regional and provincial-level joint thesis designs, on the other hand, are rooted in local characteristics and closely aligned with regional
development strategies—for instance, the Chengdu-Chongqing region focuses on rural revitalization, whilst the Guangdong-Hong Kong-Macao Greater Bay
Area explores spatial collaborative governance. The study further identifies three major development trends: firstly, a shift from discipline-centric approaches to
cross-disciplinary collaboration, with the professional composition expanding from a single discipline of planning to a multidisciplinary matrix encompassing
urban planning, architecture, landscape architecture, geographic information systems and environmental studies; secondly, a transition from inter-institutional
cooperation to a multi-faceted integration of industry-education and government-university partnerships; thirdly, an upgrade from technical training to a
response to national strategies, with project themes shifting from traditional spatial design to align with national strategies such as rural revitalization, regional
coordination, the “dual carbon” goals and healthy cities. Lastly, this paper suggests ways to improve the teaching quality of joint thesis designs: changing the
pedagogical philosophy from a “teacher-student” relationship to “co-production of knowledge”; changing the teaching methods from one-way instruction to
collaborative innovation; changing the teaching content from incremental planning to improving the quality of current developments; changing the course
topics from grand narratives to a human-centered approach; and changing the career orientation from spatial form to integrated governance. In order to promote
a thorough advancement in undergraduate urban and rural planning education, this change seeks to conform to the demands of the Central Urban Work
Conference and the emergence of new engineering specialties while consistently improving cooperative mechanisms and instructional efficacy. |
| Key words: urban and rural planning joint thesis design innovation-driven collaborative education |
