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.