Abstract

In the context of deepening the integration of industry and education, this study addresses the prominent issues of weak practical teaching and insufficient student application skills in the course "Aquatic Landscape Planning and Design" by developing a competition-driven practical teaching model. By restructuring the three core course modules—Fundamental Theory, Design Planning, and Engineering Practice—and implementing a four-stage progressive teaching process consisting of Project Initiation, Proposal Development, Project Implementation, and Outcome Evaluation, the model establishes a collaborative faculty and resource support system both on and off campus. This creates a closed-loop mechanism characterized by 'learning through competition' and 'teaching driven by competition'. The model effectively integrates course content with competition objectives, enhancing students innovative design skills, technical practice abilities, and teamwork qualities, thereby providing a systematic and practical approach for the teaching reform of application-oriented courses.