Abstract: Theoretical mechanics is an important foundational course for most engineering disciplines. Under the current trend of reduced class hours and credit allocation, meeting the high-level educational objectives set by the Ministry of Education's “Two characters, One degree" initiative has become an important subject of exploration. Based on the author's extensive teaching experience and instructional design, this article summarizes a range of practical strategies for incorporating high-level approaches into classroom instruction. Through two case studies spanning statics, kinematics, and dynamics, specific implementation approaches and the significant teaching outcomes are presented. It is hoped that this work will provide inspiration and reference for instructors of theoretical mechanics courses in engineering.