Abstract: The development of new quality productivities places greater demands on the cultivation of talents in engineering practice in universities. Focusing on the goal of cultivating engineering practice and innovation skills among “talents for new-quality productivities”, existing challenges in project-based teaching for engineering training are addressed. It explored new strategies for project-based teaching reform is explored, a multi-level, integrated, and innovative curriculum system is constructed, and a novel iterative model for project-based teaching is proposed. By addressing the distinct cultivation needs of various majors and leveraging the Engineering Training Center’s existing resources—including software, hardware, and faculty expertise—the study established a four-tiered, coupled, and progressive project resource library. This library integrated ideological and political education with labor education into its projects. From the perspectives of evaluators, content, indicators, and methods, a “five-dimension, four-evaluator, three-integration” assessment system is established. This system fosters a project-based teaching framework for engineering training suited to the demands of new quality productivities, thereby providing a practical reference for the reform and implementation of such educational models.