As an important part of professional comprehensive teaching, the graduation design of civil engineering major has a positive impact on improving college students' professional comprehensive ability, engineering awareness, engineering design ability, innovation ability and teamwork spirit. It has long been one of the key points of teaching reform in colleges and universities. In view of the policy plan of the Overall Plan for Promoting the Construction of World-class Universities and First class Disciplines put forward by the state in 2015, and based on the general background of the construction of first-class disciplines, given that civil engineering topics are outdated, the content is single, the design and expression lags behind the development of the times, the process management is unscientific, the students pay insufficient attention, the instructors lack engineering experience, and the software teaching is underdeveloped, The School of Civil Engineering of Xi'an University of Architecture and Technology has successively carried out several teaching seminars on graduation design, and systematically formulated the teaching reform plan, and conducted systematic field research in Tongji University, Nanjing Tech University , Southeast University, Beijing Jiaotong University, Beijing University Of Technology and other schools with strong strength in the field of civil engineering in China from 2019 to 2020, Through in-depth discussions with relevant persons in charge of multiple schools, Comprehend and learn the teaching concept and advanced experience of each school in the graduation design of civil engineering in an all-round, multi-level and multi-dimensional way, put forward multi-dimensional teaching reform measures involving the whole process of the graduation design of civil engineering in many aspects, such as the topic selection, process management, student ability, teacher level, teaching effect, and summarized the overall process of the graduation design of civil engineering after the teaching reform. After nearly three years of implementation in the specific teaching process, satisfactory results have been achieved and better teaching reform results have been achieved.