Abstract: The widespread adoption of digitalization and intelligent technologies has brought disruptive changes to university education. The implementation of the Mechanics “101 Program” has placed unique demands on the reform of undergraduate mechanics teaching in the digintel era. Elasticity is a core course in mechanics, characterized by abstract physical concepts, high mathematical barriers, diverse modeling approaches, and varying problem-solving techniques. In response to these challenges, and in alignment with the overarching goals of the Mechanics “101 Plan” as well as years of personal teaching experience, a reflection and review is carried out and suggestions are proposed to promote the course construction and the cultivation of high-quality mechanics talents under the premise of properly handling three key relationships.