目的 解决《兽医临床诊断学》课程中存在的学生认知负荷大、课堂参与度不高和考核评价体系单一等问题，培养具有一定解决兽医临床实践问题能力的应用型、复合型高级兽医人才。 方法 基于“一线四化”重构教学内容，从教学理念、教学方法、教学模式和教学评价等方面进行教学创新。 结果 经过一定的创新实践，该课程重构了教学内容，创新了教学手段，提高了教师教学水平，建立了思政案例库和课程多元化考核方案。近3学期学生对《兽医临床诊断学》教学效果平均满意度为95.7%。2018—2022年，学生参与学科竞赛项目共获得国家级二等奖4项，一等奖4项；教师获校级教学名师、兵团教学名师、自治区教学能手、国家级比赛优秀辅导教师等称号，获省级高校教师教学创新大赛二等奖、校级高校教师教学创新大赛一等奖、校级讲课大赛一等奖等。 结论 《兽医临床诊断学》课程经过教学改革，学生的学习兴趣、临床实践能力和创新实践水平都有显著提高，为同类课程的教学改革起到了一定的借鉴作用。

Objectives The problems of high load of cognition, low participation of classroom, and a single system for assessment and evaluation on students in the course of Veterinary Clinical Diagnostics were solved to train the applied and compound high-level veterinary talents with certain abilities to solve problems in veterinary clinical practice. Methods The contents of teaching were reconstructed based on "One-line and Four-modernization". Innovation in teaching was conducted from the perspectives including the philosophy, methods, pattern, and the evaluation of teaching. Results After practicing certain innovation, the content of course teaching was restructured, methods of teaching were innovated, and the teaching level of teachers was improved. A case library of value education and a diversified system for assessing the course was established. The average satisfaction rate of students on the effect of teaching Veterinary Clinical Diagnostics in the past three semesters was 95.7%. From 2018 to 2022, students participated in discipline competitions and won a total of 4 first prizes and 4 second prizes at the national level. Teachers won the titles of university-level Famous teacher, Corps-level Famous Teacher, Autonomous Region-level teaching expert, nation-level competition excellent tutor, second prize of province-level Teaching innovation Competition, first prize of university-level Teaching Innovation Competition, first prize of college-level lecture competition, etc. Conclusions The reform of teaching in the course of Veterinary Clinical Diagnostics significantly improved the interest of learning, ability of clinical practice, and the level of innovative practice of students. It will provide a certain reference for the reform of teaching in similar courses.