It is an important direction for the curriculum reform of architecture to implement the dual carbon targets and method of new-type urbanization in China into the practice of green building education. Based on students’ feedback and curriculum teaching review of the green building course at Guizhou University, this paper analyzes the root causes of the problems existing in green building courses, such as time-delay and delayed effect, separation of learning and application, that is, the course positioning is vague, the teaching process is monotonous, and students’ demands are ignored. Thereout, the teaching goals of solid learning, practical effect and practical application are extracted combining the OBE concept. Accordingly， the knowledge and cognitive module, experimental module, and practice module are set up in the teaching plan. And the integrated overall process teaching methods including interesting introduction before class, digital interaction in class and dynamic feedback after class are used, to condense into a green building curriculum reform program with the purpose of pragmatic, achieving the purposes that students grasp application ability and their designs are effective, and forming a new path of integrating curriculum practice into dual carbon knowledge graph. Finally, in view of the new problems in the practice of the course reform, suggestions are put forward to control classroom teaching time, strengthen the connection between courses and integrate design and technical teaching. This curriculum reform has bridged the gap between green building theory and application, provided experience for China’s green building teaching, enriched the theoretical framework of green building talent training, and boosted the high-quality development of green building.