Abstract: This study presents a teaching method for Griffith fracture theory based on the principle of virtual work and dimensional analysis. By introducing the concept of virtual work, the method effectively addresses the lack of intuitive energy interpretation and weak course integration in traditional teaching. At the same time, dimensional analysis combined with calibration from standard solutions simplifies the treatment of crack displacement fields, making the mathematical derivation more transparent and accessible. This approach not only strengthens students’ systematic understanding of fracture mechanics and their ability to apply it in engineering practice, but also provides an effective pathway to cultivating engineering talents with a solid theoretical foundation and innovative mindset.