Research on the Reform of BIM Experimental Teaching Based on the OBE Teaching Philosophy: A Case Study of Chengdu Technological University

Ping Li; Yao Li; Jinrong Yuan; Xiaolan Wang; Junjie Mou

doi:10.62177/jetp.v3i2.1430

Authors

Ping Li Chengdu Institute of Technology
Yao Li Chengdu Institute of Technology
Jinrong Yuan Chengdu Institute of Technology
Xiaolan Wang Chengdu Institute of Technology
Junjie Mou Chengdu Institute of Technology

DOI:

https://doi.org/10.62177/jetp.v3i2.1430

Keywords:

Outcomes-Based Education (OBE), Applied Undergraduate Education, BIM Technology, Experimental Teaching Reform

Abstract

Based on the Outcomes-Based Education (OBE) philosophy, this study systematically reconstructs the BIM experimental teaching system in response to the new demands placed on engineering cost professionals by the intelligent transformation of the construction industry. Traditional teaching models suffer from difficulties in interpreting two-dimensional drawings, fragmented professional knowledge, and a disconnect between theory and practice, making it challenging to support the training objectives of "digital cost engineers"^[1]. To address these issues, this research relies on a real completed comprehensive teaching building project, integrating architectural, structural, mechanical, electrical, and plumbing drawings, as well as quantity take-off lists, to construct a project-driven BIM virtual simulation experimental teaching platform. Three core reform measures were implemented: first, introducing real project resources to deepen the integration of theoretical knowledge and engineering practice; second, adopting a team-based collaborative learning model to enhance students' organizational coordination and cross-disciplinary communication skills; and third, innovatively conducting a "three-calculation comparison" analysis among BIM model quantities, results from traditional measurement software, and manual calculations, aiming to cultivate students' multi-dimensional verification and data-driven decision-making abilities. Teaching practice demonstrates that this model effectively improves students' BIM technology application proficiency, problem-solving capabilities for complex engineering issues, and cross-disciplinary collaboration skills, providing a practical and replicable path for the systematic training of engineering cost professionals in applied undergraduate institutions.

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References

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Zhang, J. X., Li, H., & Zhou, T. H. (2018). Teaching model for integrating BIM technology into civil engineering graduation design. Research in Higher Engineering Education, (2), 164–169.

Gu, P. H., et al. (2014). The "outcomes-based" engineering education model: Practice and exploration at Shantou University. Research in Higher Engineering Education, (1), 27–37.

Zhang, Y. F., et al. (2023). Research on BIM practical teaching reform for civil engineering majors based on OBE-CDIO. Higher Architectural Education, 32(1), 112–119.

Ouyang, T., et al. (2019). Research on the integration of BIM into the engineering management professional curriculum system. Higher Architectural Education, 28(2), 55–61.

Zhang, Y. Z., et al. (2018). Research on the application of BIM technology in professional course teaching in construction-related universities. Journal of Graphics, 39(4), 786–790.

Li, J. C. (2017). Teaching strategies in response to the BIM application boom. Architectural Journal, (S1), 30–33.

Zhang, J. X., et al. (2018). Teaching model for integrating BIM technology into civil engineering graduation design. Research in Higher Engineering Education, (2), 164–169.

Shen, T. E., et al. (2016). On the philosophy of outcomes-based education. University Education Management, 10(5), 47–51.

Gu, P. H., et al. (2014). The "outcomes-based" engineering education model: Practice and exploration at Shantou University. Research in Higher Engineering Education, (1), 27–37.

Li, Z. Y., et al. (2014). Guiding higher engineering education reform with the OBE philosophy. Research in Higher Engineering Education, (2), 29–34, 70.

Wang, Y. Q., et al. (2019). Outcomes-oriented course teaching: Design, implementation, and evaluation. Research in Higher Engineering Education, (3), 62–68, 75.

Li, Q. Y., et al. (2020). Research on the reform of medical nursing experimental teaching based on the OBE model. Laboratory Research and Exploration, 39(7), 185–188.

Wu, Z. F., et al. (2021). Reform and practice of inquiry-based experimental teaching based on the OBE philosophy. Experimental Technology and Management, 38(1), 189–192.

Fang, B. (2022). Construction and practice of the applied chemistry professional experimental curriculum system under the OBE philosophy. Experimental Technology and Management, 39(4), 215–219.

Zhang, Y. F., et al. (2023). Research on BIM practical teaching reform for civil engineering majors based on OBE-CDIO. Higher Architectural Education, 32(1), 112–119.

Ouyang, T., et al. (2019). Research on the integration of BIM into the engineering management professional curriculum system. Higher Architectural Education, 28(2), 55–61.

Zhang, Y. Z., et al. (2018). Research on the application of BIM technology in professional course teaching in construction-related universities. Journal of Graphics, 39(4), 786–790.

Li, J. C. (2017). Teaching strategies in response to the BIM application boom. Architectural Journal, (S1), 30–33.

Zhang, J. X., et al. (2018). Teaching model for integrating BIM technology into civil engineering graduation design. Research in Higher Engineering Education, (2), 164–169.

Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators.