Abstract: New Engineering construction puts forward high-level requirements such as analytical and practical competence on students of engineering majors. Practice plays an important role in the cultivation of these abilities for engineering students, but the traditional teacher-centered practice teaching mode does not benefit the training of students’ self-learning and innovative abilities because of its monotonous teaching style and passive acceptance. Consisting of 6 steps, Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment and Summary, BOPPPS teaching mode has such advantages as paying more attention to participatory learning, enhancing self-learning efficiency of students, etc. Thus the application of this teaching mode on comprehensive experiments of mechanical majors is explored. Taking the experiment on industrial robot programming as an example, according to the 6 steps of BOPPPS teaching mode, the teaching process is redesigned and the credit assessment method is modified to ensure the rigorous implementation of these steps. After the introduction of this new teaching mode, students’ initiative and enthusiasm for participating in experiments have been motivated and their abilities in problem analyzing and handling have been greatly improved.