Abstract: The traditional EDA comprehensive practical course adopts a centralized teaching mode, which has problems such as knowledge“cramming”,“one size fits all”for key and difficult points, single performance assessment and evaluation, and insufficient motivation for students to learn independently. In response to these issues, the article proposes a blended teaching model, teachers build a learning community, shift from knowledge instillation to focus on students'core literacy cultivation, guide students'self-directed learning“internal motivation”, and establish a“lifelong point”of learning. Construct online resources, the student should learn first and then the teacher teach by the assessment of learning, implement a closed-loop teaching mode of adjustment, improvement, activate and readjustment. CDIO mode is adopt in the class, game skill value check-in mode made the theoretical practice progressing layer by layer. Using a type of discipline competition as a starting point, empowering enterprises with advantages, and promoting learning through educational competitions. Online teaching makes theoretical knowledge repeatable learning, practical teaching enhances students'initiative, actively participates in exploration, and significantly increases the proportion of deep learning.

Key words: Digital education, EDA comprehensive practice, Core competences cultivation, Project based teaching, Subject contest, Blended teaching