The teaching effectiveness of China’s university design theory course has not undergone any major reforms in recent years to keep pace with new technology, modern teaching methodologies or student expectations. This is mainly due to the traditional approach of emphasizing practice rather than design theory and is inherent in design education in China, a view supported by design major students. The key to solve this problem is to effectively match and link the design theory course with universal practice in the world today. Therefore, endogenous, autonomous, targeted and unique design theory course practice resources and platforms are extremely important. This paper empirically takes the design theory course of “Advertising Copywriting” as the case study and introduces Micro-lecture. This is advocated by China’s Ministry of Education to achieve accurate imparting of core knowledge points of the design theoretical contents. At the same time, it combines five new stratified progressive multiple teaching approaches namely: meta-cognitive, self-inspiration, research-discussion, flipped classroom and scholarly exploration to effectively improve the course teaching form and enrich classroom activities. In addition, this paper recommends the implementation of the “Maker” practice including real time projects as well as training Maker ideology. “3M Model: Multiple innovative pedagogies, Micro-lecture and Maker practice” performability creative practical platform application is aimed to fundamentally improve teaching quality management performability and change the less effective present teaching situation of the design theory course with a comprehensive reform of the situational, pluralistic and practical course teaching content, form and structure. It provides a reference for the comprehensive promotion of teaching reform with a detailed case analysis and demonstration.