Under the dual context of urban development shifting towards stock enhancement, quality improvement, and digital transformation, architectural education faces the challenge of transitioning from "knowledge transmission" to "capacity building." This paper systematically examines the formation and evolution of the short-term course "Architectural Practical Training" at Chongqing University, focusing on its teaching pathway that centers on "small-scale, incremental micro-regeneration" and "activation practice," using real mountainous old neighborhoods as its vehicle. Through a four-dimensional evolution in teaching—"object expansion, content deepening, method iteration, and expression innovation"—the course has constructed a four-stage teaching model: "multidimensional survey—problem planning—collaborative deepening— diversified review." This model fosters a shift in students" abilities from "solving predefined problems" to "proactively identifying problems and systematically intervening in practice." Teaching outcomes demonstrate that the course has effectively enhanced students" abilities in comprehensive analysis, collaborative cooperation, and technical integration within complex built environments and amid diverse demands. The presentation of results has evolved from traditional drawings to multidimensional narratives that encompass planning, construction, and operational strategies. This study aims to provide both a theoretical reference and a practical paradigm for the systematic innovation of architectural practical training courses in the era of urban stock development.