The teaching of military theory courses in universities is an important measure to cultivate high-quality national defense reserve forces. In the new era and new journey, the teaching of military theory courses in universities needs to be combined with the changing world, national conditions, and military situations, focusing on the needs of education, comprehensively optimizing key links such as teaching, learning, and practice, and cultivating more qualified talents for building a strong country and military. Optimize teaching content. As a compulsory course in universities, military theory courses face a prominent contradiction between a large amount of teaching content and limited class hours. It is necessary to optimize the teaching content and build a teaching system of "solid foundation, thematic integration, and cutting-edge guidance". One is knowledge module reconstruction. Breaking down traditional chapter barriers, establishing a content architecture of "basic cognitive part (self-learning based on online teaching platforms) - core mastery part (focusing on the core points of the teaching syllabus) - integrated application part (setting up special topics to guide students' discussions)". Through the combination of points, lines, and surfaces, the content of each chapter is connected into lines and woven into a network, which not only consolidates basic knowledge, but also realizes the systematization of national defense knowledge. The second is to establish a military theory thematic matrix. Design a thematic framework of "Historical Mirror (Vertical Tracing) - Realistic Challenges (Horizontal Analysis) - Future Prospects (Prospective Analysis)" to enhance the depth of military theory teaching. The special topic of "Evolution of Intelligent Warfare Forms" aims to cultivate college students' understanding of "technology driven evolution of warfare forms" by analyzing recent local wars and conflicts. Thirdly, the teaching content is dynamically updated. War is constantly evolving, and the teaching content of military theory courses should be updated in a timely manner to reflect the latest developments and changes in war and enhance classroom appeal. Innovative teaching methods. In the era of networking, college students have diverse channels for obtaining information and are accustomed to immersive and participatory learning. The teaching of military theory courses should reform the traditional teaching mode, innovate methods, and stimulate enthusiasm. One is to conduct situational teaching. Based on teaching practice, simulate modern warfare and have college students act as military commanders to analyze, judge, and make decisions, or divide them into red and blue sides for debate, in order to strengthen their ability to apply military knowledge. The second is to promote blended learning. Recording military theoretical knowledge into micro courses for students to learn online; Organize students to visit national defense education bases, war sites and relics offline, carry out on-site teaching, and combine theory with practice. The third is the design topic discussion. Select appropriate content, design specialized discussion courses, stimulate college students' independent thinking, encourage them to actively search for information, and stimulate their intrinsic motivation to explore military knowledge. For example, guiding students to engage in thematic discussions based on the practical needs of China's geopolitical security environment and the protection of maritime rights and interests. The fourth is to use emerging technologies to assist teaching. Utilize modern information technologies such as AR, VR, and simulation to assist teaching and improve teaching quality. Constructing an intelligent system for military theory courses using AI general models to answer questions encountered by college students during self-study. Collaborative teaching resources. For the teaching of military theory courses, each university has its own advantages and resources, as well as its own shortcomings. It is necessary to fully utilize external resources, make up for its own shortcomings, and improve the quality of teaching. One is to utilize social teaching resources. Establish an on campus and off campus linkage mechanism, combine military theory classes with social classrooms, establish cooperative relationships with stationed troops, museums, memorial halls, red scenic spots, etc., jointly build a "military theory practice base", carry out immersive teaching such as equipment experience, and enable university students to learn and think while doing and learning. The second is to share teaching resources in universities. Many military theory courses in universities face the problems of insufficient teaching staff and teaching materials. It is necessary to integrate the teaching staff of different universities, form inter school teacher alliances, share high-quality military theory courses online, share teaching materials in real time, or invite outstanding teachers from other universities to teach. The third is to utilize military resources stationed there. Hiring relevant professors and experts from military academies where universities are located, or part-time military theory teachers from outstanding retired soldiers, can not only solve the problem of insufficient teaching staff, but also provide more professional and rich military knowledge for college students, focusing on improving teaching quality and efficiency. (New Society)