Abstract: The construction of emerging engineering aims to cultivate outstanding engineering talents capable of solving complex engineering problems and meeing future challenges. A key focus in higher education has been to foster teaching innovation that strengthens students’ engineering thinking and professional skills, enabling them to analyze and solve practical problems from multiple perspectives. Centered on the engineering mechanics course, this paper presents an innovative “progressive case” teaching model derived from years of scientific research and engineering practice. The model restructures the traditional curriculum by aligning it with actual industrial design and production processes. Using engineering mechanics as a thread, it thoroughly integrates prerequisite and subsequent courses into a cohesive whole. This “progressive case” model, integrated with engineering mechanics, effectively addresses common drawbacks of traditional teaching, such as knowledge fragmentation, poor content linkage, and a disconnect between theoretical knowledge and engineering practice. It effectively guides students in building a systematic professional knowledge base, stimulates learning interest, enhances professional skills, and improves overall competence. Teaching practice has demonstrated that this novel approach significantly improves students' scientific thinking and their comprehensive ability to solve complex engineering problems.