College English teaching in application-oriented undergraduate institutions faces multiple problems: course objectives are vague, course content is disconnected from students’ majors, and assessment lacks evidence based on student learning outcomes. Also, online and offline instruction integration is superficial. We are a project team from Chongqing Institute of Engineering. Based on the OBE concept and the College English Teaching Guide (2020 edition), we take professional needs as guidance and center on students’ diverse needs to design a curriculum structure reform plan. It includes the “1+X course system”, the “three major teaching modules”, the “3+1 blended teaching model”, and the “diversified collaborative assessment system”.In fact, this paper examines the structural configuration logic of this reform, discusses its core elements and internal interrelationships, and presents a complete chain from needs analysis to structural design that illustrates how the entire system operates. The project team has completed phased work, including preliminary research, elective course piloting, course streaming, and blended teaching in the first semester, which means we have preliminarily validated the application value of the structural configuration and it can provide a reference for similar institutions.