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作者采用产学结合的方式,致力于开发出一种教育单元原型,以用于对学生进行最优化BIM[1]使用的教学。这种优化使用方法基于施工管理流程,有利于协调设备、电气、给排水和消防(MEPF)的设计安排。基于一家著名建筑公司的先验基础,该教育单元原型强调了在统筹复杂的、真正的项目方面所吸取的经验教训,并整合了亲身实践的互动实践经验。作者记录并讨论了模型的创建过程,力求同时在理论和实践上解释BIM。本模块通过采用流程图,重要事件、动态三维模型以及通过互动练习的方式来对BIM工作流程进行审慎评估。作者采用了屏幕录制软件Adobe Captivate及大量其它的BIM工具,并结合演示视频强调了由不同专业的项目团队成员开发的几个BIM模型的组装、绘图和外观检查。交互式的课外作业使得学生对MEPF硬件和软件的冲突检查和协调问题进行探讨。这些作业促使学生经过认真思考后查明来源,消除冗余,并为各种冲突现象制定出解决方案。后继工作将尽力促进对MEPF专业协同教学模块的扩大与发展,并开发其它与BIM相关的特定领域的教学模块。
Using a combination of production and learning, the authors devote themselves to developing a prototype education unit that is used to teach students the use of BIM [1]. This optimized method of use is based on the construction management process and facilitates the design of equipment, electrical, plumbing and fire protection (MEPF) designs. Based on the a priori foundation of a prestigious construction company, the educational unit prototype emphasizes the lessons learned in the co-ordination of complex, real projects and incorporates hands-on, interactive experience. The author documents and discusses the model creation process and seeks to explain BIM both theoretically and practically. The module cautiously evaluates BIM workflows using flowcharts, milestones, dynamic 3D models, and interactive exercises. The author used screen capting software Adobe Captivate and a host of other BIM tools combined with a demonstration video to highlight the assembly, drawing, and visual inspection of several BIM models developed by project team members from different disciplines. Interactive homework allows students to examine the issue of MEPF hardware and software conflict checking and coordination. These assignments motivate students to think through sources, eliminate redundancies and work out solutions to various conflicts. Successors will try their best to promote the expansion and development of MEPF professional co-teaching modules and to develop other teaching modules in specific areas related to BIM.