Immersive virtual reality (IVR) technology offers new possibilities for architecture teaching scenarios as well as empirical research 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 categories presenting a pyramidal structure of technical difficulty from low to high, with higher-order results being applied in lower-order courses. Its application in architectural teaching can be divided into two categories: design teaching and non-design teaching. For design teaching, VR can make students check spatial relationships and experience from the first perspective and understand spatial design problems. In non-design teaching, shifting to interactive teaching through IVR technology 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 has not yet enabled students to achieve better performance in assessment tests. 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 current laboratory development, i.e., for the dual change of the teaching methods and content of architecture education triggered by IVR, the change of the teaching content is the most important issue to be explored by domestic colleges and universities at present.