The student-centered concept emphasizes the status of educated individuals and serves as a crucial guiding principle for talent cultivation, professional teaching, and quality development in universities nationwide. This study uses “Landscape Green Ecological Technology” course as a case study to address three main issues: the challenge of understanding theoretical abstraction, the difficulty in developing higher-order thinking, and the struggle with course evaluation. It refines the student-centered concept by stressing the importance of respecting students’ cognitive processes, valuing their individual characteristics, and focusing on their personal motivation. It proposes three innovative methods: reconstructing teaching content through “hierarchical reconstruction and integration of theory and practice” innovating teaching implementation via “personalized customization and project-driven” approaches, and reforming teaching evaluation with a focus on “personal motivation and multidimensional advancement. It establishes an advanced interactive teaching model based on the student-centered concept, which comprehensively enhances students’ theoretical knowledge, practical innovation abilities, and overall quality, while offering theoretical support and case references for transforming a people-oriented sustainable education system.