Based on the Outcome-Based Education (OBE) concept, three outstanding problems in traditional vibration testing experimental teaching are addressed. These include insufficient connection between theoretical analysis and experimental testing, and students' lack of ability in experimental result analysis. The original experimental teaching mode is systematically optimized by introducing finite element simulation pre-analysis in the experimental preparation stage, through which the vibration characteristics of the structure are obtained in advance, thereby strengthening the guiding role of preliminary analysis in experimental scheme design. After the experiment, data comparison, error tracing, and structural parameter identification of the experimental model are added to form a complete teaching system in which simulation and experiment mutually support and verify each other. Group-controlled teaching is conducted using conventional laboratory vibration testing equipment. The results show that students' abilities in experimental design, data interpretation, and error analysis are effectively improved by the optimized teaching mode, and their understanding of the differences and connections between theoretical models and engineering practice is further enhanced. The proposed mode is simple to implement and highly adaptable, providing a reference for the reform of vibration testing experimental teaching in engineering majors.