With the integration of the "Dual Carbon" goals (Carbon Peak and Carbon Neutrality) into the national green and low-carbon development strategy system, the transportation civil engineering field has become a key area for carbon emissions. Relevant research reports indicate that carbon emissions from the transportation sector account for approximately 10%-15% of the nation"s total carbon emissions, with civil engineering projects contributing 30%-40% of the emissions within the transportation sector. This has led to an explosive growth in the demand for interdisciplinary talents possessing "Dual Carbon" innovation capabilities. However, the current talent cultivation system faces three core contradictions: firstly, societal understanding of the composition of "Dual Carbon" talents" innovation capability is fragmented, lacking a unified knowledge framework; secondly, traditional practical innovation platforms are disconnected from the technical demands of "Dual Carbon," struggling to support teaching in emerging fields such as intelligent construction and green building materials; thirdly, practical teaching activities are often "extensive" and do not align with the precise cultivation objectives for "Dual Carbon" talents. Therefore, this paper, taking the School of Civil Engineering at Southwest Jiaotong University as a practical case, constructs a "Dual Carbon" innovation capability cultivation system centered around a "Six Refinements" approach. This is achieved through: precise investigation of the technical pain points related to "Dual Carbon" in the transportation civil engineering industry, forming a three-dimensional capability matrix of "Knowledge-Ability-Competence"; refined design of a three-stage curriculum system integrating "Theory + Practice + Innovation," restructuring practical teaching modules; meticulous establishment of a "Dual Carbon Integration and Innovation Center" to consolidate interdisciplinary teaching resources; essential development of a dual incentive mechanism combining "Dual Carbon Credits + Low-Carbon Points" to stimulate participation enthusiasm among teachers and students; skillful organization of multidimensional scientific innovation activities, building a "Competition-Project-Transformation" chain; and precise establishment of a multidimensional evaluation and feedback mechanism to form a closed loop for cultivation. Through years of practice, this model has increased the proportion of students participating in "Dual Carbon"-related research projects from 21% to 58%, and the number of national-level "Dual Carbon" scientific innovation awards received has doubled annually on average, providing a replicable and scalable practical paradigm for cultivating "Dual Carbon" talents under the Transportation Power Strategy.