Reform and Practice Research on the Project-Based Teaching Method of Civil Engineering Construction

Abstract

With the continuous development of civil engineering construction technology, course teaching faces challenges such as complex knowledge systems, high skill requirements, and diverse practical components. Project-Based Learning (PBL), as a teaching model centered on task-driven and competency development, provides a new instructional pathway for civil engineering construction courses. Guided by constructivist learning theory, this study explores the theoretical foundations of PBL in civil engineering construction courses, its course adaptability, and its competency-oriented characteristics, with a focus on strategies for hierarchical teaching objectives and project task design, structured and modular reconstruction of teaching content, and the construction of a learning assessment system. At the same time, by integrating teaching resource optimization, information technology support, team collaboration mechanisms, and continuous course improvement pathways, a systematic implementation framework for PBL is established. The study demonstrates that PBL can effectively enhance students’ construction skills, systems thinking, engineering decision-making ability, and teamwork, achieving knowledge internalization and skill transfer, and providing theoretical guidance and methodological reference for teaching reform and talent cultivation model innovation in civil engineering construction courses.