With the rapid development and widespread application of large language model (LLM) technology, civil engineering courses face new opportunities and challenges. Taking the course "Fundamental Theory of Concrete Structures" as an example, this paper explores the impact of LLMs on course instruction and analyzes the crucial issues students encounter while using LLMs for assisted learning. These issues include over-reliance on LLMs for completing assignments, difficulty constructing a comprehensive body of knowledge, lack of ability to discern the correctness of LLM-generated answers, and insufficient methods for effectively applying LLMs to enhance learning capabilities. In response to these challenges, corresponding teaching reform measures are proposed, such as establishing a multidimensional assessment system, defining modular knowledge points, incorporating classroom evaluation components, and adjusting assignment strategies. Through these measures, the aim is to improve student's learning outcomes and autonomous learning abilities, foster the growth of their critical thinking skills, and achieve a deep integration of cutting-edge technology and education, thereby supporting the cultivation of high-level engineering talent.