Research on Teaching Innovation of Practice-oriented Blended Learning Courses for Architecture Major in the Digital Smart Era

DOI

10.2991/978-2-38476-472-3_27How to use a DOI?

Keywords

Blended Learning; Architectural Representation; Spatial Design thinking; Teaching Innovation; BOPPPS Model; Digital Intelligence Transformation

Abstract

This paper addresses the new challenges posed to architectural education in the digital intelligence era, focusing on the common pain points in traditional practice-oriented courses regarding the cultivation of students’ spatial design thinking, digital practical skills, and innovative literacy. Using the provincial first-class blended learning course “Architectural Representation”; as a practical vehicle, this study systematically constructs and validates a new collaborative education paradigm of “Three-in-One, Dual-Track Parallel”. The core innovations of this paradigm are threefold. First, it proposes the “BOPPPS+HL” practice-oriented blended learning model, which integrates theoretical cognition, skill internalization, and practical iteration. Second, the innovative “123 Set of Drawings Representation” and “; Technique Operation Guide” teaching methods effectively solve the difficulties students face in spatial logic construction and hand- drawing skill acquisition. Third, it establishes a “Four-izations” digital intelligence teaching system (digitalization, technologization, intellectualization, collaboration) and a “Four- Dimensional”; multi-faceted formative evaluation system (hand-drawing skills, design creation, practical ability, learning habits), achieving digital intelligence empowerment and precise assessment throughout the entire teaching process. Through years of comparative experiments and multi-source data analysis, the results confirm the significant effectiveness of this teaching reform model. Data shows that after the reform, students’ knowledge internalization efficiency increased by 28.6% (P=0.032), the Architectural Design Innovation Index (ADI) rose from 2.31 to 3.45 (Δ=49.4%), and course satisfaction reached 93%. Students have won over 50 awards in national and provincial disciplinary competitions, and enterprises have highly praised the job competency of graduates. The findings of this research not only provide a replicable and scalable innovative solution for the digital transformation of architecture and similar practice-oriented courses but also hold significant theoretical and practical value for constructing an application-oriented talent cultivation system in the context of New Engineering education.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - He Lian
PY  - 2025
DA  - 2025/11/24
TI  - Research on Teaching Innovation of Practice-oriented Blended Learning Courses for Architecture Major in the Digital Smart Era
BT  - Proceedings of the 5th International Conference on Internet Technology and Educational Informatization (ITEI 2025)
PB  - Atlantis Press
SP  - 291
EP  - 301
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-472-3_27
DO  - 10.2991/978-2-38476-472-3_27
ID  - Lian2025
ER  -