Abstract: The construction of Emerging Engineering aims to cultivate outstanding engineering talents, who are able to solve complex engineering problems and ready for the challenges of the modern era and the future. Through teaching innovation, strengthening students’ engineering thinking and professional skills to enable them to analyze and solve practical problems from the viewpoint of multiple perspectives have always been key focuses of current higher education. This paper centered on the course of Engineering Mechanics and innovatively designed a "progressive case" teaching model based on years of scientific research and engineering practice. The traditional professional curriculum system was restructured following the actual industrial design and production process. Engineering Mechanics was employed as a thread to interconnect the precursor and subsequent courses, achieving a though integration of all the relevant courses. The proposed "progressive case" teaching model, integrating by Engineering Mechanics, effectively addresses issues in traditional teaching, such as knowledge fragmentation, poor linkage in content, and weak involvement between knowledge and engineering practice. It effectively guides students in building a professional knowledge system, stimulates their interest in learning, strengthens their professional ability, and enhances their comprehensive literacy. Teaching practice exhibited that this novel teaching model can significantly improve students' scientific thinking and their comprehensive abilities to solve complex engineering problems.