Exploration of Chinese Architectural History Course Teaching Based on Multi-Dimensional Model

Abstract

With the continuous renewal of educational ideas, the traditional teaching mode is facing the need of reform. As a new teaching strategy, multi-dimensional teaching mode aims to improve students' learning efficiency, effectiveness and satisfaction by integrating various teaching methods and resources. This study aims to explore the application of multi-dimensional model in Chinese architectural history curriculum and compare it with traditional teaching methods and independent learning. This study adoptes the method of comparative experiment, and selectes 12 students from three different teaching groups: multi-dimensional teaching mode, traditional teaching method and independent learning. This paper collects data on learning efficiency, learning effectiveness, and course satisfaction through standardized tests, questionnaires, and student feedback. The experimental results were compared by statistical analysis to evaluate the effects of different teaching modes. Experimental data show that multi-dimensional teaching is superior to traditional teaching methods and independent learning in improving students' learning efficiency, effectiveness and satisfaction. Students in multidimensional mode can achieve up to 96% learning efficiency, up to 93 learning scores, and 9.1 course satisfaction. Through the combination of case analysis, group discussion, field trips and other diversified teaching activities, it effectively stimulates students' learning interest and participation, and promotes their all-round development. Therefore, it is suggested that educators should consider introducing multi-dimensional teaching mode in curriculum design to improve teaching quality and students' learning experience. At the same time, for independent learning and traditional teaching methods, corresponding support and improvement measures should be provided to meet the learning needs of different students.