沉浸式虚拟现实（Immersive Virtual Reality，IVR）技术为建筑教学场景以及新兴设计科学所涉及的实证研究提供了新的可能性。在学科转型与技术发展的背景下，本研究通过对国内外建筑学院开设的IVR相关课程分析，将利用VR的完整课程体系分为体验、基础、应用、进阶四种呈现技术难度由低向高的金字塔式结构，高阶成果在低阶课程中进行应用。其在建筑教学中的应用可以分为设计教学及非设计教学两类。对设计教学来说，VR可以使得学生从第一视角检查空间关系及体验、理解空间设计问题。在非设计教学中，利用IVR技术将教学方式转向交互式教学可以以更低的获取成本、更清晰的学习过程帮助学生建立直观认知，并使学习者在安全、易达的环境中进行实践操作。但是，IVR技术尚不能让学生在评估测试中取得更好的表现。本研究最终以清华大学城市人因实验室全景仿真实验室的设计与实现为例，应用研究成果并结合需求提出当前实验室发展面临的问题，即对于IVR引发建筑教学方式与教学内容的双重变革，教学内容的改变是目前国内院校尚需着力探索的方向。

Immersive Virtual Reality (IVR) technology offers new possibilities for architecture teaching scenarios as well as empirical research involved in emerging design science. In the context of disciplinary transformation and technological development, this study analyzes the IVR-related courses offered by architecture schools at home and abroad, and concludes that the complete course system utilizing VR is divided into four presenting a pyramidal structure of technical difficulty from low to high, with higher-order results being applied in lower-order courses. The impact of its application on architectural teaching can be divided into two categories: design teaching and non-design teaching. For design teaching, VR can make students check the spatial relationship and experience the spatial atmosphere from the first perspective; in the knowledge exchange between teachers and students, checking and modifying the design in the immersive space can be more intuitive and understand the corresponding spatial design problems. In non-design teaching, the main function of immersive virtual reality technology is to utilize IVR technology to shift the teaching method to interactive teaching. In the teaching of architectural history and architectural technology, it can help students to establish intuitive cognition with lower acquisition cost and clearer learning process, and enable learners to practice in a safe and accessible environment. However, IVR technology in teaching and learning activities has not yet enabled students to achieve better performance in assessment tests compared to traditional methods. This study finally takes the design and realization of the panoramic simulation laboratory of Tsinghua University's Urban Human Factors Laboratory as an example, applies the research results and combines them with the needs to put forward the problems facing the development of the current laboratory, i.e., for the double change of the teaching method and content of the building triggered by the IVR, the change of the teaching content is the most important issue to be explored by domestic colleges and universities at present, as compared to the change of the teaching method, which is already evident in the teaching of design and the teaching of theory. Domestic institutions still need to explore the direction.