Abstract: Against the backdrop of first-class course construction, to effectively cultivate and enhance the practical ability, engineering design capability, and innovative awareness of engineering students, this paper explores the teaching reform of the large-scale practical course “Comprehensive Engineering Training” from various aspects such as course positioning and objective setting, student analysis, teaching content and process design, and learning evaluation. Centered on student development and based on the Outcome-Based Education (OBE) concept, a teaching objective system that organically integrates knowledge, ability, and quality, covering 12 observation dimensions, is constructed to reflect the “high-level” nature of the course. The course adopts project-driven and team-based practice as the fundamental model, strengthening the “innovativeness” and “challenge” of the course through comprehensive and cutting-edge training projects, and provides abundant learning resources to meet students’ personalized and autonomous learning needs. The teaching process is designed based on the BOPPPS model, and a diversified assessment and evaluation method that focuses on students’ process performance and comprehensive ability achievement is developed, establishing a closed-loop feedback-based learning effect evaluation and improvement mechanism.