Abstract: Addressing the challenges observed in the principles and applications of remote sensing course, such as difficulties in constructing a coherent knowledge system, limited ability to solve engineering problems through full-process application, and a lack of immersive deep learning experiences, this class develops the knowledge graph, online resource repository, in-class case bank, and an expanded training project library based on the OBE and BPL frameworks. A blended teaching model termed “three classrooms, one enhancement (comprising the online classroom, offline classroom, practical classroom, and project-based expansion)”was designed, emphasizing cyclic integration among self-directed online learning, in-depth classroom instruction, and engineering practice. Reforms in blended online-offline teaching were implemented, characterized by regional context integration, region-specific real-world engineering cases, and progressive competency development. Practice has shown that this model significantly improves student learning outcomes, stimulates enthusiasm for deep learning and innovation, facilitates a substantive shift from knowledge transmission to capacity building, and contributes to the sustainable advancement of intelligent education.

Key words: Online and offline blended learning, Knowledge graph, Engineering cases, Support local development, Competency-oriented, Remote sensing