Abstract: Abstract:The "Building Materials" course serves as a foundational course for the Construction Engineering Technology major.However,its traditional teaching mode suffers from issues such as overly simplistic teaching evaluation and a disconnection between course content and actual job workflows.To enhance the innovation and effectiveness of classroom teaching reform,the teaching team utilized a dual-support system of school-enterprise collaboration,guiding instruction through authentic job workflows of quality inspectors,material supervisors,construction technicians,and testing personnel.By implementing a three-stage pedagogical framework—"Exploration & Acquisition" before class to build foundational knowledge,"Knowledge & Practice" during class to cultivate technical skills and professional standards,and "Application & Expansion" after class to reinforce practical mastery—the team established a classroom model embodying the principle that "knowledge is the precursor to action,and action is the fulfillment of knowledge".This paper aims to propose a systematic reform design for the "Building Materials"course within the contest of "High-Level Higher Vocational Colleges" Project,covering four aspects:teaching content,teaching objectives,teaching strategies,and teaching evaluation.Taking the properties and applications of concrete as an example,this study conducts an in-depth exploration.Using the concrete properties and applications module as an empirical case,this study validates the model’s effectiveness in enhancing teaching efficacy and facilitating the integration of occupational standards into curriculum design,thereby providing a replicable practical paradigm for reforming similar course.

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