Abstract: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
