Abstract: Aesthetics of landscape architecture is a new subject born from the intersection of landscape architecture and aesthetics. It takes the aesthetic activities of landscape architecture as the logical starting point and incorporates disciplinary attributes of marginality, intersection, and comprehensiveness with rich connotations and broad extensions. Aesthetics of Landscape Architecture is a key undergraduate general course of South China University of Technology. It is also a professional elective course for undergraduate, masters, and doctoral students from the School of Architecture. Based on teaching activities over 20 years, it was found that studies on aesthetics of landscape architecture face various problems, such as insufficient expansion of teaching research breadth and exploration of research depth, a "one size fits all" approach, etc. All students are taught with uniform textbooks, methods, schedules, and assessment methods, without consideration for individual differences. It is necessary to propose differentiated coordinated teaching for students who have diverse professional backgrounds, multiple education levels, and multiple learning objectives. Objectively, this requires comprehensive analysis regarding teaching objectives, teaching content, teaching resources, and teaching evaluation. The differentiated coordinated teaching mode, integrating online and offline courses, was explored according to the teaching philosophy of unifying "dimension subdivision" and "cut-through integration". 
　　Targeting individual differences and needs of different students, "differentiation" is the process of formulating teaching objectives for diverse students, adjust teaching content, and integrating resources according to course types. When combined with differentiated evaluation methods, differentiation can facilitate continuous expansion of education objectives. "Coordination" is based on "differentiation" and it describes the further optimization and improvement of "differentiation". "Coordinated" teaching transforms the traditional classroom that emphasizes professional theoretical thinking only; strengthens the intersection, penetration, and integration of disciplines, stages, and teaching media; provides coordinated training for undergraduate, masters, and PhD students; allows two-way complementation of online and offline teaching modes and multi-dimensional connection of resource platforms; integrates teaching, practice, and scientific research; and realizes coordinated teaching comprehensively.
　　Differentiated coordinated teaching divides four dimensions of objective, contents, resources, and evaluation according to differentiation and coordination. Through the integration of "multi-stages, multi-modes, multi-platforms, and industry-university-research cooperation", it aims to implement the goal of knowledge training, ability training, quality training, and value training. By following the globalization of information reform and responses to the national call for developing the country through science and education, differentiated coordinated teaching contributes to the goal of training high-quality talent in the landscape architecture field. Differentiated coordinated teaching also becomes a strong motivation to development of landscape architecture education.

Key words: aesthetics of landscape architecture, differentiated coordinated teaching, online and offline hybrid, teaching mode, teaching reform

摘要： 《风景园林美学》是华南理工大学重点建设的本科生通识课程，也是建筑学院的本科生专业选修课、硕士生和博士生专业选修课。基于二十余年的教学实践，面对专业背景多领域、教育水平多层次、学习目标多需求的学生，提出差异化联动式的教学模式具有必要性与必然性。客观上要求从教学目标、教学内容、教学资源、教学评估等角度全面分析，依据“维度细分”和“贯通融合”相统一的课程教学理念，探索线上线下课程混合的差异化联动式教学模式。

关键词: 《风景园林美学》课程, 差异化联动式教学, 线上线下混合式, 教学模式, 教学改革