The cultivation of outstanding engineers has prompted foundational courses in higher education institutions to shift from knowledge-transmission-oriented teaching to competency-development-oriented teaching. As a key foundational course for engineering talent training, College Physics is responsible not only for teaching scientific concepts and physical laws and cultivating rational thinking, but also for supporting the development of students’ abilities in analyzing complex engineering problems, engineering modeling, experimental inquiry, system design, and innovative practice. However, current physics classroom teaching still faces several problems, including insufficient connection between course content and engineering contexts, an overemphasis on theoretical explanation, weak links between experimental teaching and real engineering problems, and inadequate formative and competency-based assessment. In response to the needs of outstanding engineer training, and based on the concepts of emerging engineering education, engineering education accreditation, and industry-education integrated talent cultivation, this paper draws on the construction of the National School of Excellence in Engineering at Chongqing University and the practical realities of physics course teaching. It proposes a physics classroom teaching reform pathway characterized by “reconstructing objectives, reorganizing content, reshaping classrooms, rebuilding experiments, and restructuring assessment.” The study shows that physics classrooms should be centered on engineering problems, guided by physical modeling, supported by project-based learning, underpinned by virtual simulation and real experiments, and guaranteed by diversified assessment. In this way, a closed-loop teaching model of “physical principles–engineering contexts–model construction–experimental verification–innovative application” can be established, thereby enhancing students’ ability to solve complex engineering problems using physics knowledge and strengthening the foundational course support for outstanding engineer training.