Taking the Statistics course as the research object, this paper addresses the pain points in the traditional teaching mode, such as students' insufficient ability to apply knowledge, lack of innovative ability, weak grasp of basic knowledge, and limited effectiveness of ideological and political education in the curriculum. It proposes and implements a set of continuously improved teaching modes. The research confirms that the curriculum objectives can be effectively achieved through the support of information-based tools, process-based early warning, personalized guidance, and the integration of competitions and teaching. This paper demonstrates how to realize the feedback of scientific research to teaching, continuously optimize the teaching mode, and constantly improve the teaching quality, providing a replicable practical path for the reform of the Statistics course.