Abstract: Theoretical mechanics is an important foundational course for most engineering majors. In the current context of reduced class hours and credits, achieving the high-level objectives outlined in the Ministry of Education's “two characters, one degree" curriculum requirement has become a topic worthy of in-depth exploration. Drawing on the author's years of teaching design and practice, this article summarizes several experiences and practices for incorporating high-level approaches into classroom teaching. Using two case studies from statics, kinematics, and dynamics, this article describes specific implementation approaches and the significant results achieved, hoping to provide inspiration and reference for instructors of theoretical mechanics courses in engineering.