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Traditional teaching methods are generally one-way. In simple terms, they are from the study of theoretical knowledge to the use of practical skills. For a long time, this method has occupied the dominant position in education and teaching in China. With the innovation of educational teaching research theory and the verification of relevant foreign teaching practices, the modular teaching system has gradually stepped onto the historical stage. This paper briefly expounds the relevant theories and combines the landscape design curriculum to give the content and implementation methods of the curriculum reform. With the development of society, people’s requirements for quality of life are constantly improving. Landscape art, which is an important part of the environment, has received more and more attention. As the main front for cultivating high-quality talents for China's modernization, colleges and universities have gradually attached importance to the cultivation of landscape talents. China started late in the cultivation of professional landscape design talents. After these years of development, especially during the period after the reform and opening up, very good results have been achieved in many fields. However, we must also see the shortcomings and defects while focusing on the achievements. The author has been engaged in education and teaching of related majors for many years. According to the author’s viewpoint, there is still a big gap between China’s landscape design courses and foreign developed countries. 1. Defects in the Teaching of Landscape Design Course At present, many colleges and universities in China have opened landscape design courses, but overall, the effect of education and teaching is not satisfactory. We often divide colleges into two types: research-oriented ones and application-oriented ones. These two types of colleges have obvious differences in the course development. Scientific research-oriented universities attach importance to the study and research of theoretical knowledge. The direction of landscape design is mainly based on various theoretical courses, and the establishment of applied courses is obviously insufficient. Application-oriented universities are just the opposite. They pay more attention to cultivating students’ practical ability, and the lectures of theoretical courses are greatly reduced due to the limited teaching time. To a certain extent, this has led to the lack of students’ knowledge system, which is not conducive to their later development and improvement. For a long time, the problem of backward education and teaching methods in China has been criticized by the education sector. With the development of information technology, the current 2018 1st International Conference on Education, Art, Management and Social Sciences (EAMSS 2018) Published by CSP © 2018 the Authors DOI: 10.23977/eamss.2018.104 508 education and teaching hardware construction has been significantly improved compared with the previous ones, but in terms of software, such as education and teaching concepts, there is still a long way to go compared with that in developed countries. I think that among the many factors that hinder the development of the teaching of landscape design courses, the first point is the obsolescence of educational teaching concepts. In response to this problem, many educators have conducted in-depth research and bold attempts to reverse the development of China's landscape design profession in a short period of time. In terms of their effectiveness, it is very encouraging in many ways. The reform of landscape design curriculum based on knowledge modularization is proposed on the basis of practice and applied to teaching practice by some universities. 2. Knowledge Modularity The concept of knowledge modularity has long been proposed. The so-called knowledge modularization, as the name suggests, is to classify similar knowledge in a modular form, to coordinate it in a modular form, and to apply it in a modular form. Here, we regard the whole teaching process as a system, and the curriculum is the core of this system. The modular knowledge is the material content of the entire core. In the traditional teaching philosophy, the acceptance and understanding of knowledge is a flat process. For example, if we want to learn one thing, then we must first understand the concept of this thing, and then through theoretical study, we will gradually have a perceptual understanding of this thing. Finally, we will improve the rational perception of things through practice. From this we can see that this learning process has been artificially set up as a one-way, tightly connected system. But a modular knowledge architecture breaks this tradition. Under the modular knowledge structure, modular knowledge itself becomes a relatively independent system that can be accessed at any time during the education and teaching process. As long as we prepare well in the early stage, the modular knowledge can seamlessly connect into the classroom and extracurricular teaching. Of course, modular knowledge building can be successful arbitrarily. In the process of modularizing knowledge, we need to have a clear and in-depth understanding of the curriculum system of education and teaching. Next, we need to divide the general knowledge range according to the needs of the curriculum, and sublimate, refine and process related knowledge within the scope. The relevant knowledge will be built into different knowledge modules according to the teaching content and teaching progress, etc., in preparation for the class. In the process of building the knowledge module, we should pay attention to a problem: in the traditional education and teaching, the teacher is in a dominant position, and the students are generally passive in the learning process. Therefore, no matter whether it is in the selection of teaching materials or in the implementation of education and teaching, students rarely have a sense of participation, which is a long-standing disadvantage. To break this model, we must let students participate in the building of knowledge modules, give full play to their enthusiasm and initiative, and improve their ability to refine knowledge and integrate knowledge. At the same time, in this process, students can select and screen knowledge according to their own preferences as well as their own development needs. Modular knowledge is similar to a knowledge element. To truly play a role in education and teaching, it must be combined with a certain curriculum system. For example, we can combine knowledge modules and micro-courses, open-ended topics, and MOOCs, and select the corresponding knowledge modules according to different teaching methods. The criteria for the division of knowledge modules can be broad or refined, depending on the needs of the course, depending on the content of the course. From the current implementation at colleges and universities, the construction of refined knowledge modules makes it easier to achieve

A Preliminary Study of the Reform of the Course of Modular Landscape Design Based on Knowledge