冯歆 陈嘉慧 王川 吕飞

FENG Xin, CHEN Jiahui, WANG Chuan, LYU Fei

从强调物质空间的设计思维转向面向社会发展需求的治理思维，是国土空间规划时代重要的转变之一。尤其在当下存量时代，多元而复杂的规划实践问题更需要用治理思维来解答。基于参与式规划的教学正是这样一种面向治理复杂性的启发式教学方法，通过与实践问题紧密结合，并创造多层次深入了解利益相关多方想法的机会，能够培养学生自主发现与解决问题的能力，同时增强其沟通与协调能力，更好地满足时代需求。本文介绍了该教学方法的发展脉络、模式特征和组织流程，结合新加坡国立大学的“参与式社区设计”课程的教学案例，从课程设计、内容、评价等多个方面进行解析，力求为我国培养专业人才提供有益的参考和启示。

The paradigm shift from physical space-oriented design thinking to social development-oriented governance thinking marks a pivotal transition in the era of spatial planning. Particularly in the current context of urban regeneration, multi-dimensional and complex planning practices increasingly necessitate governance-based solutions. Teaching methods grounded in participatory planning offer an innovative approach to addressing such governance complexity. By integrating real-world practices with opportunities for indepth engagement with diverse stakeholders, this pedagogy cultivates students’ autonomous problem-solving abilities while enhancing their communication and coordination skills to better meet contemporary professional demands. This paper explores the historical development, characteristic paradigms, and organizational workflows of this pedagogical approach. Through a case study of the “Participatory Community Design” course at the National University of Singapore, this paper systematically analyzes its course design, teaching content, and evaluation systems, aiming to provide valuable references and insights for the cultivation of urban planning professionals in China.

冯歆，苏州科技大学建筑与城市规划学院，讲师；谢菲尔德大学地理与规划学院学术委员会，委员。fengxinhome@outlook.com

陈嘉慧，苏州科技大学建筑与城市规划学院，硕士研究生

王川（通信作者），东南大学建筑学院，副教授，副系主任。chuanwang@seu.edu.cn

吕飞，苏州科技大学建筑与城市规划学院，教授，系主任

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