Abstract: In the new context, higher-order thinking, as a crucial component of talent cultivation, is pivotal to students' lifelong development and their ability to adapt to the dynamic needs of society. However, traditional classroom teaching models often lack deep-level interaction, hindering the cultivation of students' higher-order thinking. In this paper, a teaching scaffold specifically tailored for "Engineering Mechanics" course is constructed by introducing an argumentative teaching approach in this course. This teaching scaffold explores teaching strategies to enhance students' classroom participation and depth of thinking. This teaching scaffold comprises a carefully designed problem framework, discussion rules, guiding strategies, and teaching cases. We aim to stimulate vigorous debates among students and between students and teachers, which prompts students to shift from passive reception to active exploration and achieving deep processing and internalization of knowledge.