Abstract: In response to issues such as misaligned teaching materials, redundant content, and insufficient teaching staff in the Resource and Environmental Materials course, pedagogical reforms were implemented. These included organizing the compilation of new teaching materials, optimizing content, and enhancing alignment with professional objectives. Using the objective classification method to deconstruct knowledge points, a “three-tier progressive” blended teaching model was developed, along with a faculty collaborative development mechanism featuring “disciplinary integration, competency enhancement, and resource linkage.” The post-reform course was recognized as a provincial-level exemplary course, demonstrating significant improvements in teaching effectiveness.