Due to the support and affirmation at the national level, the popularity of Hands-on Inquiry Based Learning (HIBL) in China has gradually increased, and HIBL projects have been carried out in full swing. In this context, the construction of HIBL resources plays a prominent role in supporting the market. Taking typical cities in Guangxi (Nanning, Guilin, and Beihai) as examples, this study sorted out the data of woody plant resources, including the process of unification and naturalization of urban tree species names. The naturalization of tree species names is organized according to the latest natural classification system APG IV, and the Chinese names are reconfirmed based on Flora of China. By classifying the urban tree species data at the level of ecology and landscape (such as typical vegetation characteristics of typical cities in Guangxi, tree species in unique cities in Guangxi, introduction of urban tree species, landscape resources, and tree species with food source functions), a list of tree species suitable for the development of HIBL botanical course resources in Guangxi was obtained for the development and planning of follow-up HIBL courses. This study provides some theoretical support for the planning and development of plant resources, plant identification, and ecological HIBL projects in Guangxi.

Pengbo Yan, Zhangting Chen, Lingli Zou, Xuedian Wang. Evaluation of Woody Plant Resources in Guangxi and Their Landscape Effects under the Background of HIBL. Academic Journal of Environment & Earth Science (2023) Vol. 5 Issue 2: 1-8. https://doi.org/10.25236/AJEE.2023.050201.

[1] Willis, S., Reinventing Science Education: Reformers Promote Hands-On, Inquiry-Based Learning. Curriculum Update, 1995. 10.

[2] REN Xuehui. Impact of Family Educational Investment on Adolescent Academic Acheivement and Mental Health. 2021. Shandong University.

[3] BAN Juanjuan. The demand for parent-child HIBL has accelerated. Economic Information Daily. 2021.

[4] DENG Shiming. The rural science popularization base in Yongchuan District has become a HIBL base for primary and secondary school students in Yuzhong District. Plant doctor. 2017. 30(3), 1-5.

[5] LAI Haixia. The Research about the Teaching Rasult of Educational Tourism which is based on the Geographical Core Competence of High School Students. 2018. Guangzhou University.

[6] WANG Ronghong. Lijiang studies tourism product development strategies. Tourism Overview. 2019. 287(01), 113-117.

[7] Griffith, A., Inquiry-based Learning in Plant Ecology: Students Collect the Field Data, Ask the Questions, and Propose the Answers. Teaching Issues and Experiments in Ecology, 2004. 2, 1-30.

[8] YUAN Zhenjie, XIE Yulin, HE Zhaocong. Subject, Knowledge, and Place: An Exploratory Theoretical Framework of HIBL. Tourism Tribune. 2022. 37(11), 14-26.

[9] YU Shujuan, WANG Yuan, WU Huijun. Causes and countermeasures of the problem of HIBL in China. Journal of Teaching and Management (Middle school version). 2017. 7(3), 25-28.

[10] HONG Ming, ZHAO Wenmei. Basic Education Reform and Innovation: A Case Study of Zinke Global School in the United States. Education Review. 2020. 2, 8-11.

[11] Olson, D.M., et al., Terrestrial ecoregions of the world: a new map of life on Earth. Bioscience, 2001. 51(11), 933-938.

[12] Mcneill, J., et al., International code of nomenclature for algae, fungi, and plants. 2012: Koeltz Scientific Books.

[13] Brickell, C.D., et al., International Code of Nomenclature for Cultivated Plants. 2016: ISHS.

[14] Fang, J., Z. Wang, and Z. Tang, Atlas of woody plants in china. 2011: Springer Berlin Heidelberg.

[15] Ministry of Ecology and Environment of China & CAS. Announcement on the Release of the List of Invasive Alien Species in China's Natural Ecosystems (4th edition). Available from: https://www.mee.gov.cn/gkml/hbb/bgg/201612/t20161226_373636.htm

[16] Yan, P. and J. Yang, Yang. Species diversity of urban forests in China. Urban Forests & Urban Greening, 2017. 28, 160-166.