The master planning course, a core course in the undergraduate programme of urban and rural planning major in China, is facing the pressures derived from the ongoing professional transition to national territorial planning. Properly understanding the transition at the professional level and then formulating appropriate curriculum reform strategies and paths are key challenges for organizing the course of master planning. With a diachronic narrative method, the evolving technique content of master planning and corresponding requirements on the college curriculum are revisited. The master planning curriculum adheres to the allocation of spatial resources as the core; at the same time, it also evolves with the national advance in society, economy and urban-rural construction industry. This evolution shows the evident trend of "incorporating new disciplines, focusing on solving new issues, and establishing a new paradigm". Hence, the ongoing teaching reform on the curriculum of master planning first needs to deeply acknowledge that the new-round transition of territorial spatial planning has historical commonality and logical consistency with previous multiple transitions. It is essential to make the curriculum content adapt to current reality and guide the future. Namely, the course reform, on the one hand, should first adhere to the traditional content of master planning; on the other hand, it should implement the value orientation of ecological civilization and bottom-line constraints, place priorities on the natural resources and land preservation, and making the final teaching outcomes and planning solutions transferable to feasible actions. In addition, it is necessary to have an appropriate understanding of the impacts on course contents, knowledge, and technique accumulation derived from the professional transition to territorial spatial planning. Possible response strategies include adjusting the whole curriculum program to adapt to the professional transformation fully, strengthening the training on the key technologies, and lowering the requirements of secondary content. With the above knowledge, Harbin Institute of Technology (Shenzhen) has conducted a round of curriculum reform on the master planning course. The course training seeks to simulate how planning practicably supports long-term development demands. A small and medium-sized town with diversified natural elements is strongly recommended as a prime site for designing course tasks. Improving the openness of this course and shaping a loop of ability cultivation are helpful teaching methods.