Abstract: Under the context of first-class course construction, to effectively cultivate and enhance the practical skills, engineering design capabilities, and innovative awareness of engineering students, this study explores the teaching reform of the large-scale practical course “Comprehensive Engineering Training” from various aspects such as course positioning and goal 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, abilities, and qualities, covering 12 observational dimensions, has been constructed to reflect the “advanced nature” of the course. The course adopts project-driven and team-based practice as the fundamental model, strengthening the “innovativeness” and “challenge level” of the course through comprehensive and cutting-edge training projects, and provides abundant learning resources to meet the personalized and autonomous learning needs of students. The teaching process is designed based on the BOPPPS model, establishing a diversified assessment and evaluation method that focuses on students' process performance and the achievement of comprehensive abilities, and a learning effect evaluation and improvement mechanism based on closed-loop feedback has been established.