星湖校区调查报告

星湖校区调查报告

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时间:2019-02-04

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1、星湖校区校园绿地规划调查与分析报告系(院):生命科学与技术学院专业:园林景观年级(班):2008级1班小组成员:陈瑶、候杰明、朱可均、夏波、靳刚指导教师:张媛媛讲师2010年10月11日11目录一、校园整体概况·······················································3(一)、自然景观······························································31、校园地理分析······························

2、····························32、校园整体植被分析······················································3(二)、人文景观·······························································4(三)、社会景观·······························································4二、分区调查··························

3、····································4(一)、道路区域·······························································41、车行道路分析··························································42、沿湖道路分析·························································43、道路植物种类分析··················

4、··································54、道路总体分析························································5(二)、教学区域······································11························51、位置分析······························································52、教学区域植被种类分析················

5、···································53、植被生长状况··························································64、小结···································································6(三)、生活区域······························································61、生活区整体分析···············

6、··········································62、局部区域分析··························································63、小结··································································7(四)、运动区域·······························································71、整体概况···········

7、···················································72、植被种类及分布························································73、植被生长状况··························································74、小结···································································7(五)、休闲区域·····

8、·························································8111、整体概况············································

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