Against the dual backdrop of the digital transformation of the landscape architecture discipline and emerging engineering construction, Geographic Information System (GIS) has become an indispensable technical tool in the field of landscape architecture planning and design. Nevertheless, prominent problems still exist in curriculum teaching, including fragmented content, disconnection between technical skills and design, and lack of practical scenarios. Based on the actual teaching of landscape architecture planning courses, this paper analyzes the practical dilemmas of integrating GIS into teaching, constructs a three-stage progressive teaching mode featuring “Principle Cognition – Skill Training – Comprehensive Application” as the main line, and proposes implementation paths from the perspectives of problem chain organization, online-offline hybrid teaching, and local case database construction. The research shows that deeply embedding GIS into landscape architecture planning courses helps cultivate students’ spatial analysis capabilities and evidence-based design thinking, and drives curriculum teaching to shift from experience-oriented to data-oriented.