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

Building construction technology is a higher vocational construction class specializing in a theoretical and practical combination of core courses, the teaching objective is to enable students to master the construction principles and methods of construction engineering construction of various sub-projects, familiar with the modern construction of new technologies, new techniques and new materials, with the ability to independently analyze and solve the actual problem of the basic ability [1-4]. At present, there are many deficiencies in the teaching of building construction technology. Firstly, the teaching is mainly based on theory, which is seriously disconnected from practical teaching. Secondly, the teaching reform is insufficient, in form, and the teaching effect is not significant [5-7]. Third, the assessment method is still based on theory, which can not reflect the comprehensive application of students’ job skills. This shows that the teaching reform of building construction technology is imperative, and BIM is an important path to realize the teaching reform [8-10].

BIM is an architectural model built on the basis of the information data of the construction project, which simulates the real information of the building through digital information simulation [11-12]. BIM is an integrated process built on the basis of the information from design, construction to operation coordination and project information, which has five main characteristics: visualization, coordination, simulation, optimization and drawability [13-15]. Through the use of BIM, construction companies can innovate, design and draw projects with unified information throughout the entire process, and also communicate better through realistic simulation and building visualization so that all parties to the project can understand basic project information such as schedule, real-time conditions on site, costs and environmental impacts [16-19]. The curriculum reform is carried out through the innovative practice teaching mode of "BIM + architectural model", which is consistent with the development of job skills needs of construction enterprises, and the students’ enthusiasm for participation is high [20-21], and the completed works can meet the actual requirements of the construction site work of enterprises, so as to enhance the employment competitiveness and obtain the learning transfer ability required for career development [22-23].

The article centers around the “building construction technology” course teaching innovation to improve the quality of teaching, puts forward the “BIM + building model” practical teaching mode. Firstly, the lag sequence analysis method was used to analyze the teaching path, and then the independent T-test was used to compare and analyze the development and changes of students’ comprehensive ability in the innovative practice teaching mode of BIM+architectural model and the traditional teaching mode, and the teaching satisfaction of students with the innovative practice teaching mode of BIM+architectural model was analyzed through questionnaire survey.

2

Curriculum reform design ideas

2.1

Curriculum Reform Design Ideas

1) Carrying out school-enterprise cooperation, combining work and study, and participating in the curriculum reform together with employment orientation. School-enterprise cooperation to participate in the curriculum reform not only to cultivate higher vocational construction talents who are better adapted to the latest skills of the enterprise positions, but also to effectively promote the updating of knowledge and skills of the school curriculum content, to maintain a good schooling advantage. Through the school’s multi-party survey of the enterprise, the first enterprise to provide employers with the job skills analysis, building construction specification process and quality standards and other specific indicators of requirements, and then through the school teacher professional team and enterprise engineers to participate in the discussion, the development of the curriculum reform project, the requirements of the project has to meet the needs of the job skills of the local construction enterprises, the implementation of the process to meet the construction of all the job skills of the construction workers integrated application, as well as the development of assessment standards, in line with the local construction enterprises. The program is required to meet the job skills demand of local construction enterprises, to meet the comprehensive application of all job skills of construction workers during the implementation process, and to formulate assessment standards in line with the industry construction norms and quality standards, According to the characteristics of Shaanxi construction industry and market demand.

2) The practical teaching link of the project dares to reform and innovate to improve students’ competitiveness in employment and learning migration ability. The traditional teaching materials are still designed according to the work process module to design teaching content, such as earthwork, foundation construction, main structure construction, exterior wall finishing works and roof waterproofing works, etc., each unit is independent and separate without articulation and linkage, not able to form a whole, and is still based on the systematic extraction of knowledge of the disciplines, and there is no specific construction process based on the actual construction engineering site.

3) Diversification of course assessment, output-oriented to complete a high level of “BIM + architectural modeling” works to convince enterprises. The course assessment is diversified, no longer based on a single theoretical final exam, but the project implementation process and completion of the work to evaluate. Teachers in the classroom to guide the main, provide information, tools and materials to meet the students to complete the project tasks, while focusing on the development of the second classroom for students, for innovative, exploratory technical solutions to encourage students to implement through the student extracurricular skills team, not only construction students, but also other professionals such as mechanical engineering, electronic information and industrial automation students to participate in a high degree of cross-disciplinary integration! Enhance the comprehensive application of various skills, broaden students’ professional vision and engineering management ability.

2.2

BIM practice course construction

2.2.1

Ideas of BIM practice course construction

BIM technology has two characteristics: strong practical and comprehensive. In the construction of the course from three aspects of reform: teaching organization mode, from special to comprehensive, special and comprehensive interoperability, teaching content design, horizontal union, vertical integration, teaching effect expression, from real to imitation, synergistic innovation [24].

From specialized to comprehensive, specialized comprehensive interoperability. Break the professional boundaries of the teaching unit-based, according to an architectural engineering design cases, the integration of different professional students, the establishment of BIM modeling integrated team, to overcome the drawbacks of a single professional practice when the limitations of professional knowledge and the incompleteness of the modeling. The model established by the integrated team is fed back to the subsequent professional courses of each major for teaching demonstration and application analysis, such as building construction budget, construction organization and management, green building evaluation, etc., to complete the two-way connection between the professional and integrated, and the teaching organization mode is shown in Figure 1.

2.2.2

Practical course realization platform construction

In order to carry out the BIM practice course well, 3 levels of teaching platforms are set up. As shown in Table 1. In addition to this, the BIM Teacher Technology Center has been set up to integrate teachers with relevant qualifications from various faculties, departments and teaching departents into the technology center, which provides the necessary conditions for the smooth development of the BIM practice course.

Table 1.

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

2.2.3

Model shared database construction

In order to apply the BIM model built in the early stage to the teaching of the later specialized courses, it is very necessary to establish a general, complete and expandable BIM shared database, and each case building stored in the database is all the information from planning to demolition, and the information data in the storage also follows the unified standard, which is convenient for the subsequent teachers of the specialized courses to call and demonstrate. Due to the large volume of the BIM model, it is more convenient to take the workstation or cloud platform to store it.

3

Reform practices in teaching building construction technology

3.1

Teaching practice programs

3.1.1

Research design

The independent variable of this study is whether to adopt BIM+building modeling innovative practice teaching, the dependent variable is students’ final grade, learning interest, classroom participation, vocational ability, etc., and the irrelevant variables are teaching content, teaching level, evaluation standards, students’ families, etc. Students of 2401 and 2402 classes majoring in building engineering construction in a university in Shaanxi were selected as teaching practice objects, and the experimental group and control group were randomly selected. Among them, BIM+building modeling innovative practice teaching method is adopted for the experimental group, and the control group is taught by traditional teaching method. After the end of teaching practice, quantitatively analyze the differences in the performance of students in the two classes, and conduct a questionnaire survey from the four dimensions of learning interest, classroom participation, vocational ability and satisfaction, and then analyze the teaching effect of BIM + building modeling innovative practice teaching method.

3.1.2

Objects of practice

This study was carried out in Class 2401 and Class 2402 of a university in Shaanxi which consisted of 41 students in Class 2401 and 42 students in Class 2402, with similar male-female ratios and learning progress in the two classes.

3.1.3

Content of teaching practices

Building Construction Technology is a course that studies the principles of construction technology and process of each project, and for secondary students, they need to master the operational skills of each project construction as well as the technology of project quality inspection. Combining the course content and the characteristics of action-oriented teaching method, it is found that the teaching of construction technology is suitable for action-oriented teaching design.

3.2

Data analysis methods

3.2.1

Lagged series analysis

The study used LSA to analyze learners’ learning paths in teaching BIM+ architectural modeling innovation practices. The method is used in the study of behavioral patterns in psychology and sociology to test the probability of the appearance of one behavior in people followed by the appearance of another and whether the behavior is statistically significant [25]. In recent years, experts in the field of educational technology have applied this method in the analysis of learning behavior.

In the course of the study, the process of students’ literature study and discussion was videotaped, and the coding analysis of the behavior was conducted after the activity. The two researchers coded the students’ language during the observation of the video recording, respectively, and tested the codes for consistency, and discussed and analyzed the differences in opinions to ensure the accuracy of the coding. The final Kappa coefficient for this study was 0.87, which is higher than 0.75 according to the requirements related to Kappa coefficient, indicating that the consistency between different coders is very reliable. After formal coding, the analysis was conducted using GSEQ5.1 to explore the characteristics and patterns of the students’ learning paths in the patterns of innovative practical teaching of BIM + architectural modeling.

Frequency conversion table and residual analysis table were obtained after analyzing the sequence of behaviors; the frequency conversion count table reflects the frequency of another behavior occurring after a certain behavior, and the residual table is used to reflect the significance of the before-and-after conversion relationship between two behaviors.

(1)

z - s c o r e = \frac{σ - \bar{σ}}{\sqrt{\frac{1}{N}} \sum_{i = 1}^{N} (σ i - \bar{σ})}

When the residual standard deviation z-score is greater than 1.96, it indicates that the frequency of behavior switching reaches a statistically significant Level.

3.2.2

Independent samples t-test

t INTRODUCTION OF THE TEST: t The test was introduced by the British statistician Gossett (1876-1937) in a paper, which he published under the pseudonym student at the time, using t distribution theory to infer the probability of a difference occurring, and thus to compare whether the difference between two averages is significant or not [26]. The t test is categorized into single overall test and double overall test. The single overall t test I will not dwell on here, but focus on the double overall t test, the double overall t test is a test of whether the difference between two sample averages and their respective overall represented is significant. Double overall t test is divided into two cases, one is independent samples t test, the other is (related samples) paired samples t test.

The independent small sample t test statistic is:

(2)

t = \frac{{\bar{x}}_{1} - {\bar{x}}_{2}}{\sqrt{\frac{(n_{1} - 1) s_{1}^{2} + (n_{2} - 1) s_{2}^{2}}{n_{1} + n_{2} - 2} (\frac{1}{n_{1}} + \frac{1}{n_{2}})}} = \frac{{\bar{x}}_{1} - {\bar{x}}_{2}}{\sqrt{s^{2} (\frac{1}{n_{1}} + \frac{1}{n_{2}})}}

where ${\bar{x}}_{1}, {\bar{x}}_{2}$ is the two-sample mean; s₁,s₂ is the two-sample standard deviation; and s² is the confluence variance of the two samples i.e.

(3)

s^{2} = \frac{\sum x_{1}^{2} - {(\sum x_{1})}^{2} / n_{1} + \sum x_{2}^{2} - {(\sum x_{2})}^{2} / n_{2}}{n_{1} + n_{2} - 2}; d f = n_{1} + n_{2} - 2_{°}

The paired small sample t test statistic is: (4) $t = \frac{x_{1} - x_{2}}{\sqrt{\frac{s_{1}^{2} + s_{2}^{2} - 2 r s_{1} s_{2}}{n}}} = \frac{{\bar{x}}_{1} - {\bar{x}}_{2}}{\sqrt{\frac{\sum D^{2} - {(\sum D)}^{2} / n}{n (n - 1)}}}$

Where ${\bar{x}}_{1}, {\bar{x}}_{2}$ is the mean of the two samples; s₁,s₂ is the standard deviation of the two samples; r is the correlation coefficient of the paired samples; D is the number of data differences i.e.D = x₁–x₂; df = n–1.

Double overall (σ₁,σ₂ unknown, n ≤ 30) t The test steps are:

The first step establishes the original hypothesis H₀ : μ₁ = μ₂, alternative hypothesis H₀ : μ₁ ≠ μ₂ and determines the level of significance a = 0.05.

The second step calculates the value of the test statistic t.

The third step to determine the form of the test: the use of two-sided test (the original hypothesis and alternative hypothesis of the left-sided test and the right-sided test are different from the two-sided test).

The fourth step of the statistical decision, according to t test statistical decision rules for judgment: the acceptance of the original hypothesis or the rejection of the original hypothesis.

The two-sided t-test statistical decision rule is shown in Table 2.

Table 2.

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)

4

Effectiveness of pedagogical reforms in practice

4.1

Innovative Practical Teaching Path Based on BIM+Architectural Modeling

4.1.1

Practical Instructional Design and Data Coding

The basic process of BIM+ architectural modeling innovative practice teaching generally contains four parts: determining the theme, formulating the program, organizing the implementation, and reporting the results. Constructing knowledge is to determine the learning theme, which coincides with the topic selection in the project. Modeling and design is an important part of the physical experiment program, operation skills and data analysis belong to the project implementation, and scientific communication is the basic quality required for reporting the results.The first level dimension of BIM+architectural modeling innovative practice is based on the experimental teaching objectives, and by comprehensively analyzing the basic process of the project implementation and the experimental teaching objectives, we can concretize the BIM+architectural modeling practice teaching and establish a mapping relationship between the teaching objectives and the project implementation links. Objectives and project implementation link mapping relationship, the teaching in the experiment can be subdivided into six main stages: topic selection, modeling, design, implementation, analysis, and conclusion. In addition, in order to understand the specific problem-solving behavior of students and facilitate the timely intervention of teachers, this study added the exploration link. Eventually, the above seven segments were defined as level 1 dimensions as shown in Table 3. Combined with the results of each stage, clear evaluation indicators were set up, and a total of 14 secondary dimensions were finally formulated.

Table 3.

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
Modeling	Measurement system modeling	BC
Design	Design instrument	DJ
Implement	Experimental verification	IS
Analysis	Analytical method	AQ
Analysis	Analytical data	AF
Conclusion	interpretation	CL
Conclusion	Make a conclusion	CZ
Explore	Teacher-student communication	TS
	Peer communication	TH
	Feasibility analysis	TK
	Search data	TC
	Reflective iteration	TF

4.1.2

Significant paths in both groups

After coded data were sequenced using sequence analysis software GSEQ for comparative sequencing, which simplifies the process of behavioral analysis and improves the efficiency of data processing compared to Enterprise and Miner, and is favored by researchers in various fields. All the students in the research subject group were coded and then the data table was imported into GSEQ 5.1 software, which finally generated the transformed frequency table and adjusted residuals as shown in Table 4. The conversion frequency table illustrates the frequency of conversion of each behavior to other behaviors. The adjusted residuals table presents the residual parameters generated from the conversion frequency table. Where the columns indicate the starting behavior and the rows indicate the behaviors that ensued after the end of the starting behavior. According to the theory of lagged sequence analysis, if the residual parameter is greater than 1.96, it indicates that the probability of the next behavior following that behavior is significant. The significant sequence of the experimental group contains 12 secondary coding dimensions, and the low group contains all the secondary coding dimensions, which verifies the rationality of the coding table.

Table 4.

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

In order to present the behavioral sequences more intuitively, by connecting all the significant sequences in the resulting residual table, a transformed map of the teaching behaviors of the experimental group and the control group in carrying out the project can be obtained as shown in Figure 2.

4.1.3

Analysis of teaching pathways

The competition activity, as a carrier of the comprehensive evaluation of the project-based experimental program, can accurately reflect the complete process of carrying out project-based teaching. The results presented by the paths of the high and low groupings show that the main research paths of the competing projects are highly consistent, including: setting the topic (XT)-finding information (TC)-modeling the physical system (BW)-designing the apparatus (DJ)-experimental validation (IS)-Analysis of data (AF)-Conclusion (CZ). In the teaching session, teachers especially need to pay attention to the guidance of the correct method of reflective iteration to help students establish the spirit of rigorous scientific research. In addition, the analysis of students’ learning behavior also reflects some details that need to be paid attention to in the process of experimental teaching.

4.2

Changes in students’ general competencies

1)

Comparison of the pre-test between the experimental class and the control class

The t-test was conducted on the data of students’ comprehensive ability assessment, and the overall mean, overall variance t-value (degrees of freedom) and p-value were selected from the results of Levene’s test for specific comparative analysis as shown in Table 5. According to the results, students in the five dimensions of learning interest, learning ability, cooperation ability, classroom communication and application practice are p>0.05, not statistically significant, indicating that in the experimental teaching before the experimental class and the control class of the students’ comprehensive ability is not significant, and is comparable.

Table 5.

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	2.97±0.56	2.91±0.62	0.932	85	0.363
	Learning ability	2.95±0.52	3.5±0.6	-0.301	85	0.81
	Cooperative ability	3.11±0.72	2.84±0.79	1.255	85	0.263
	Classroom communication	2.62±0.65	2.75±0.81	-0.815	85	0.415
	Applied practice	2.85±0.6	2.94±0.62	-0.742	85	0.475

2)

Comparison of post-test between the experimental class and the control class

Comparison of students’ comprehensive ability posttest between the experimental class and the control class is shown in Table 6, from which it can be seen that the experimental class and the control class, after the teaching of the BIM+Building Modeling Innovative Practical Teaching Course, scored significantly higher in the learning interest dimension (M=2.82, SD=0.61) than the control class (M=2.54, SD=0.65), t(85)= -2.56, p=0.017 < 0.05, and the experimental class had a higher interest in learning the Building Technology course. In the learning ability dimension, p=0.292 > 0.05, not statistically significant, indicating that the difference between the experimental class and the control class in the learning ability dimension after the experimental teaching is not significant. In the dimension of cooperative ability, the score of the experimental class (M=2.84, SD=0.82) was significantly higher than that of the control class (M=2.54, SD=0.66), t(85)=-2.268, p=0.032 <0.05, and the experimental class with the application of the flipped classroom teaching mode had better cooperative ability. In the classroom communication dimension, the experimental class scored significantly higher (M=2.61, SD=0.83) than the control class (M=2.25, SD=0.65), t(85)=-2.394, p=0.021 <0.05, and the experimental class had better classroom communication. On the applied practice dimension, the experimental class scored significantly higher (M=2.87, SD=0.63) than the control class (M=2.34, SD=0.62), t(85)=-3.98, p=0.000 <0.05, and the experimental class had better applied practice. It can be seen that the difference of learning interest, cooperation ability, classroom communication and application practice in the experimental class is significant compared with the control class, and the teaching effect of the experimental class that receives the innovative practice teaching of BIM + building modeling is better.

Table 6.

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

3)

Comparison of pre- and post-assessment of the experimental class

The comparison of the pre- and post-tests of the comprehensive ability of the students in the experimental class is shown in Table 7. In the experimental class, on the learning interest dimension, the score of the posttest (M=2.97, SD=0.66) was significantly higher than that of the pretest (M=2.6, SD=0.65), t(80)=3.451, p=0.002<0.05, and the posttest was more interested in learning. On the learning ability dimension, the posttest score (M=2.95, SD=0.52) was significantly higher than the pretest (M=2.81, SD=0.51), t(80)=2.85, p=0.031 <0.05, and the posttest was higher in learning ability. And in other dimensions the posttest scores were higher than the pre-test, which was a better performance. According to the above results, the comprehensive ability of the students was significantly improved after the application of BIM + building modeling innovative practice teaching in the experimental class.

Table 7.

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	2.6±0.65	2.97±0.66	3.451	80	0.002
	Learning ability	2.81±0.51	2.95±0.52	2.85	80	0.031
	Cooperative ability	2.6±0.65	3.1±0.65	3.754	80	0.000
	Classroom communication	2.23±0.71	2.61±0.58	2.573	80	0.007
	Applied practice	2.32±0.65	2.85±0.52	3.845	80	0.000

4)

Comparison of pre- and post-tests in the control class

The results of the comparison of the pre- and post-assessment of the comprehensive ability of students in the control class are shown in Table 8. In the classroom communication dimension, the pre-test scores of the control class (M=2.68, SD=0.75) were significantly higher than the scores of the post-assessment (M=2.21, SD=0.88), t(90)=2.438, p=0.014 <0.05, which was statistically significant. In contrast, the control class in the dimensions of interest in learning, learning ability, and cooperation ability are p>0.05, the difference is not significant, and there is no statistical significance. According to the above results, the control class showed no significant difference in the dimensions of interest in learning, learning ability and cooperation ability, and significant difference in the dimensions of classroom communication and application practice after the experiment of the traditional teaching mode.

Table 8.

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

4.3

Analysis of Teaching Satisfaction

The second part is through the survey of 83 students about the learning satisfaction of BIM+ Architectural Modeling Innovative Practice Teaching Course, which is mainly through the questionnaire to understand the students’ satisfaction with the course learning, the specific questionnaire questions are shown in Table 9 and Table 10. The survey was implemented in three aspects, namely, modeling technology learning satisfaction, classroom learning satisfaction and overall satisfaction with BIM + building modeling innovative practice teaching mode, respectively. The results of 83 valid questionnaires were imported into SPSS statistical analysis software for descriptive statistics and mean comparison, and the following results were obtained.

Table 9.

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

Table 10.

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

1)

Satisfaction with modeling technology learning

The data of modeling technology learning satisfaction comes from the results of descriptive statistics analysis in SPSS software as shown in Table 11. From the table, it can be seen that: about the number of students who are satisfied with the technical courses of BIM + architectural modeling innovative practice teaching is relatively high, there are 35 students with a satisfied attitude, which is about 42.2% of the total number of students, there are 12 students with a general attitude, which is 14.5% of the total number of students, and there are 9 students with an unsatisfied attitude, which is only 11% of the total number of students, so it can be seen that students are relatively satisfied with the modeling technology and courses they learn in the BIM + architectural modeling innovative practice teaching. Innovative Practice Teaching are satisfied with the modeling technology and the course they learned. Regarding the satisfaction level of classroom organization and learning modeling technology, the number of students with satisfactory attitude reached 39 and 43 respectively, accounting for 47% and 51.8% of the total number of students, the number of students with general attitude accounted for 26.5% of the total number of students, and only 8 and 1 students held negative opinions, which shows that students are still more satisfied with the classroom organization and learning modeling technology. Regarding the satisfaction level of learning technology, 32 students were very satisfied, 28 students were more satisfied, and the number of students with a satisfied attitude accounted for 72.3% of the total number of students, while the rest of the students had an average attitude and no student held a negative opinion. It can be seen that BIM+ architectural modeling innovative practice teaching is recognized by all students, and students generally believe that BIM+ architectural modeling innovative practice teaching is very helpful to their modeling technology learning.

Table 11.

Descriptive statistical analysis of online learning satisfaction

Item	Very satisfied		Be satisfied with		General		Discontent		Very dissatisfied
Item		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 results of the comparison of the means of learning satisfaction obtained through SPSS software analysis are shown in Table 12. The mean value in the table indicates the students’ satisfaction level with the question items, with the highest value of 6 and the lowest value of 1 (6 for very satisfied, 4 for more satisfied, 3 for average, 2 for dissatisfied, and 1 for very dissatisfied). From the table, it can be seen that the mean value obtained from the statistics of all the question items is basically higher than 6, which indicates that the satisfaction level of the students for the innovative practical teaching of BIM + architectural modeling is shown as very satisfied. By comparing the various parts, we found that the mean value of the satisfaction level of modeling learning is relatively high, reaching 6.31, indicating that the vast majority of students are quite satisfied with the BIM + building modeling innovative practice teaching; the mean value of the satisfaction level of learning technology and modeling learning did not reach 6, indicating that the satisfaction level of some students for these two items is slightly lower.

Table 12.

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

2)

Classroom Learning Satisfaction Survey

The results of descriptive statistical analysis of classroom learning satisfaction are shown in Table 13. As can be seen from the table: a total of 68 students, accounting for 81.9% of the total number of people who are very satisfied and relatively satisfied with the learning interest, and a total of 15 students, accounting for 18.1% of the total number of people who are generally satisfied and dissatisfied with the attitude, indicating that the vast majority of students have given a positive attitude towards the learning interest of BIM + architectural modeling innovative practice teaching; for classroom organization and classroom guidance, the number of people who are satisfied with the attitude is 45, accounting for 54.2% of the total number of people, and the number of people who hold a general attitude accounts for 54.2% respectively. For the classroom organization and classroom guidance, the number of people with satisfactory attitude is 45, accounting for 54.2% of the total number of students, the number of people with general attitude accounts for 37.3% and 30.1% of the total number of students respectively, and only 2 to 3 people with unsatisfactory attitude, which indicates that students are relatively satisfied with the classroom organization and classroom guidance of BIM+ architectural modeling innovative practice teaching; for the classroom interaction of BIM+ architectural modeling innovative practice teaching, there are 38 students held a satisfied attitude, 11 students held a general attitude, and 5 students held a negative attitude, indicating that students are more satisfied with the classroom interaction of BIM+architectural modeling innovative practice teaching.

Table 13.

Descriptive statistical analysis of classroom learning satisfaction

Item	Very satisfied		Be satisfied with		General		Discontent		Very dissatisfied
Item		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%

The results of the comparison of the mean values of classroom learning satisfaction obtained through the analysis of SPSS software are shown in Table 14, where the mean scores of learning interest are the same as the mean scores of classroom instruction satisfaction. From the table, it can be seen that the mean values obtained from all the question items statistically are above 6 points, and the results of each question item do not differ much, which indicates that the students’ satisfaction with classroom learning of BIM + architectural modeling innovative practice teaching is high.

Table 14.

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

3)

Survey on the Satisfaction of BIM + Building Modeling Innovative Practice Teaching

In order to understand the overall satisfaction level of the students for the innovative practice teaching of BIM+architectural modeling, we designed the question, “How satisfied are you with the overall satisfaction situation of the innovative practice teaching of BIM+architectural modeling?” , and the results of the statistical analysis of the question are shown in Figure 3: 57 students thought that they were very satisfied, accounting for 68.7% of the total number of students; 17 students thought that they were quite satisfied, accounting for 20.5% of the total number of students; 7 students thought that they were average, accounting for 8.4% of the total number of students, and 2 students felt that they were not satisfied. Such results also show that the students basically recognize the innovative practical teaching of BIM+building modeling adopted in this paper, and are highly satisfied with the overall effect of the teaching.

5

Conclusion

This paper establishes an innovative practical teaching mode of architectural modeling on the basis of BIM technology for the course “Building Construction Technology”, and selects 83 students majoring in building engineering construction in a university in Shaanxi as the research object, and divides them into experimental group and control group. Meanwhile, the analysis of BIM+Architectural Modeling Practice Teaching Path, and after the test of teaching practice and satisfaction survey, it is confirmed that the students who carry out BIM+Architectural Modeling Practice Teaching are able to get a significant improvement in their learning effect (p<0.05), and secondly, the vast majority of the students are more satisfied with BIM+Architectural Modeling Practice Teaching Mode, which has more than the traditional classroom teaching mode advantages, which can help students improve the ability and learning effect of modeling technology, and stimulate students’ interest in the learning of Modeling Technology course.

Funding:

This research was supported by the University-level scientific research project of Shaanxi Energy Vocational and Technical College in 2021 (No.2021KYP09).

Język:: Angielski

Częstotliwość wydawania:: 1 razy w roku
Dziedziny czasopisma:: Nauki biologiczne, Nauki biologiczne, inne, Matematyka, Matematyka stosowana, Matematyka ogólna, Fizyka, Fizyka, inne

Kanał RSS czasopisma

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

Lizhen Wu

Xiaoping Huang

Data publikacji: 17 mar 2025

Otrzymano: 15 lis 2024

Przyjęty: 19 lut 2025

DOI: https://doi.org/10.2478/amns-2025-0230

Słowa kluczoweBIM+building modeling, Teaching design, Independent T-test, Teaching reform

© 2025 Lizhen Wu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
BIM+building modeling, Teaching design, Independent T-test, Teaching reform