Teaching Reform of Building Construction Technology Based on BIM+Building Modeling Innovative Practical Teaching Mode

Figure 1.

Figure 2.

Figure 3.

BIM practice class 3 platform

Hierarchy	Layer 1	Layer 2	Layer 3
	Core layer	Intermediate layer	Outer layer
Name	BIM concentration camp	Second class, college students innovation project	Actual project, competition
Object	All related majors	Students with high interest	The first two of the best students
Semester	The fourth semester of practice class, 1 credit	5~ 7 semester, entrepreneurship credit	6~ 8 semesters
Target	Master basic modeling skills	Deepen the modeling skills, master the method of construction simulation, roaming animation and counting statistics	On the basis of skilled modeling, the application analysis software operation of various kinds of and revit software is mastered, and the solution and optimization ability of the analysis results are analyzed

Comparison of students’ comprehensive ability

Project	Content	Laboratory class	Cross-reference class	T value	df	P value
BIM+ building model innovation practice teaching	Study interest	2.82±0.61	2.54±0.65	-2.56	85	0.017
	Learning ability	2.97±0.57	2.85±0.45	-1.088	85	0.292
	Cooperative ability	2.84±0.82	2.54±0.66	-2.268	85	0.032
	Classroom communication	2.61±0.83	2.25±0.65	-2.394	85	0.021
	Applied practice	2.87±0.63	2.34±0.62	-3.98	85	0.000

The online study satisfaction mean comparison analysis table

	Q1	Q2	Q3	Q4	Q5
Mean	6.17	6.11	4.21	4.08	6.31
N	83	83	83	83	83
Standard deviation	.803	.867	.702	.784	.843

The mean comparison analysis table of classroom learning satisfaction

	Q6	Q7	Q8	Q9	Q10
Mean	6.11	6.03	6.15	6.01	6.03
N	83	83	83	83	83
Standard deviation	.794	.803	.703	.912	.721

Classroom learning satisfaction

Item	Question
Q6	Satisfaction with interest in learning
Q7	Satisfaction with classroom interaction
Q8	Satisfaction with learning tasks
Q9	Satisfaction with the class organization
Q10	Satisfaction with classroom guidance

Practice teaching project to carry out process coding

Primary dimension	Secondary dimension	Behavior coding
Topic selection	Clear choice	XT
Modeling	The physical system is built	BW
	Measurement system modeling	BC
Design	Design instrument	DJ
Implement	Experimental verification	IS
Analysis	Analytical method	AQ
	Analytical data	AF
Conclusion	interpretation	CL
	Make a conclusion	CZ
Explore	Teacher-student communication	TS
	Peer communication	TH
	Feasibility analysis	TK
	Search data	TC
	Reflective iteration	TF

The experimental group was poor with the control group (portion)

	Experimental group(portion)					Control group(portion)
	XT	BW	TK	DJ	IS	XT	BW	TK	DJ	IS
XT	0	-0.3	-0.83	-0.25	-1.04	0	-0.45	-0.96	-1.25	-1.17
BW	-1.28	0	-0.83	2.91*	-1.04	-1.07	0	0.41	0.99	-1.09
BC	-1.16	0	0.84	0	0.37	-1.05	-1.26	2.98*	-0.08	2.32*
TK	0.46	-0.88	0	-0.88	0.91	-0.89	-1.04	0	0.34	-0.91
DJ	-1.29	-1.4	3.51*	0	3.71*	-0.96	-1.14	0.64	0	2.76*
IS	-0.98	-0.96	1.18	-0.95	0	-0.77	-0.91	-0.68	-0.84	0

Double side t test statistical determination rules

Compared to the threshold	P value	Significance
	P0.05	Not significant (accept the original hypothesis)
		Significant (accept alternative assumptions)
		Extremely significant (accept alternative assumptions)

Descriptive statistical analysis of online learning satisfaction

Item	Very satisfied		Be satisfied with		General		Discontent		Very dissatisfied
		Number	Proportion	Number	Proportion	Number	Proportion	Number	Proportion	Number	Proportion
Q1	35	42.2%	21	25.6%	12	14.5%	9	11%	6	7.2%
Q2	28	33.7%	34	41%	13	15.7%	4	4.8%	4	4.8%
Q3	32	38.6%	28	33.7%	17	20.5%	6	7.2%	0	0%
Q4	39	47%	22	26.5%	9	10.8%	8	9.6%	5	6%
Q5	43	51.8%	22	26.5%	17	20.5%	1	1.2%	0	0%

The overall ability of the evaluation is compared

Project	Content	Premeasurement	Posttest	T value	df	P value
BIM+ building model innovation practice teaching	Study interest	2.82±0.66	2.79±0.62	0.125	90	0.897
	Learning ability	3.5±0.51	2.97±0.57	0.145	90	0.875
	Cooperative ability	2.84±0.73	2.81±0.83	0.125	90	0.097
	Classroom communication	2.68±0.75	2.21±0.88	2.438	90	0.014
	Applied practice	2.89±0.66	2.61±0.61	2.412	90	0.015

Descriptive statistical analysis of classroom learning satisfaction

Item	Very satisfied		Be satisfied with		General		Discontent		Very dissatisfied
		Number	Proportion	Number	Proportion	Number	Proportion	Number	Proportion	Number	Proportion
Q6	41	49.4%	27	32.5%	13	15.7%	2	2.4%	0	0%
Q7	38	45.8%	22	26.5%	11	13.3%	7	8.4%	5	6%
Q8	35	42.2%	31	37.3%	14	16.9%	3	3.6%	0	0%
Q9	45	54.2%	31	37.3%	5	6%	2	2.4%	0	0%
Q10	45	54.2%	25	30.1%	10	12%	3	3.6%	0	0%

Modeling technical satisfaction survey item

Item	Question
Q1	Satisfaction of technical course
Q2	Satisfaction with familiar modeling processes
Q3	Satisfaction with learning technology
Q4	Satisfaction of modeling learning
Q5	Satisfaction of learning modeling technology