Abstract：Centering on the concept of“human factors”and adopting the human-land relationship as the perspective represents the fundamental difference between the healthy human environment curriculum and the traditional human environment curriculum system. This paper takes the innovative university courses as the research object, and based on the triad of architecture, urban and rural planning, and landscape architecture, and integrating psychology, public health, evidence-based medicine, and other related disciplines, it proposes a model of interdisciplinary and multi-perspective knowledge plate coupling teaching mechanism. With“healthy habitat”as the core theoretical paradigm, this model integrates a wide range of interdisciplinary knowledge to help students master cutting-edge health and habitat concepts, build public health-oriented application scenarios, and develop practical skills in modern human environment planning and design. Within a highly focused curriculum framework, students are enabled to deeply grasp and experience the teaching mechanisms, goals and significance of innovative courses. Through case studies, perspective selection, research, and innovative program design, students will develop a sense of self-constructive learning in the field of healthy human environments, and complete the double enhancement of innovative methods and practical abilities in the process of disciplinary synergy and knowledge coupling.
基金资助:黑龙江省高等教育教学改革研究项目重点委托项目（SJGZ20200196）
引用本文:
薛滨夏1，2 张鹏3 李同予1，2* 李罕哲1，2. 健康人居环境创新类课程跨学科教学机制研究[J]. 新建筑, 2025, 42(1): 148-.
XUE Binxia ZHANG Peng LI Tongyu LI Hanzhe. Research on Interdisciplinary Teaching Mechanisms for Innovative Courses in Healthy Human Settlements. New Architecture, 2025, 42(1): 148-.
2025, Vol. 42 
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