Abstract: Addressing the problem of scarce practical resources and the deficiency of students'higher-order capabilities faced by local application-oriented undergraduate universities in the construction of new engineering disciplines, this study constructs a“virtual-real dual-drive, scenario progressive”teaching model based on the Outcome-Based Education (OBE) concept. By designing three-tiered practical scenarios of“life cognition - industrial empowerment - scientific inquiry”, the study develops a complementary teaching environment combining“low-cost pocket laboratories”with“high-fidelity digital twins”, and establishes a full-cycle value-added evaluation system. A quasi experimental study on the 2023-2025 cohort of students (N=186) shows that this model effectively resolves the disconnect between theory and application. The experimental group significantly outperformed the control group in the ability to solve complex engineering problems (t=4.62, p<0.001), and the achievement of course objectives was notably improved. This study provides a replicable pathway for local application-oriented undergraduate universities to cultivate talent for new quality productive forces within the context of the digital transformation of education.

Key words: Sensors and detection technology, OBE concept, Integration of virtual and real, Local universities, New engineering, Teaching reform