In the context of new engineering disciplines and China’s maritime-power strategy, the postgraduate course “Fluid Loads on Marine Structures” at Tsinghua University has a relatively complete theoretical system, but its practical teaching components remain insufficient. To address this, the course was redesigned around a three-dimensional goal of “Knowledge-Ability-Value” and an “Enterprise-Classroom-Expert” collaborative education model. Through field teaching at engineering sites, lectures by enterprise engineers, and seminars by invited experts, real engineering cases such as oil and gas platforms and offshore wind farms were introduced into the course. Key topics, including life-cycle fluid loads, spectral analysis, and structural responses of marine structures, were linked with the corresponding course chapters. Teaching evaluations and student feedback from the past three academic years show that the model maintained the theoretical depth and challenge of the course while improving students’ understanding of engineering problems, modelling and analysis abilities, and awareness of national maritime development. This practice further shows that integrating enterprise cases, expert perspectives, and student tasks into course chapters and assessment activities can strengthen the engineering orientation and educational effectiveness of the course, providing a useful reference for curriculum reform in ocean engineering and related programs.