Exploration on the Implementation Path of OBE Teaching Mode of College English under the Background of Professional Certification
Abstract
teaching is facing new requirements for competency-based education and outcome-oriented development. Outcome-Based Education (OBE),
as an internationally recognized educational paradigm, emphasizes backward design, student-centered instruction, and continuous improvement, which is highly consistent with the core concepts of professional accreditation. This study focuses on the dilemmas of traditional college English teaching, including vague teaching objectives, disconnection from professional needs, single teaching methods, and insufficient
evaluation mechanisms. By constructing a five-dimensional implementation path involving outcome definition, content reconstruction, teaching innovation, diversified assessment, and closed-loop improvement, this paper explores the practical application of the OBE teaching model
in college English. The results show that the achievement degrees of the five core competencies range from 0.67 to 0.83, student satisfaction
increases by 20%, and 92% of students recognize the course effectiveness. The OBE-oriented teaching reform can effectively improve students' English application ability, cross-cultural communication competence, and autonomous learning capacity, and provide strong support
for professional certification and talent cultivation. This study aims to provide a practical reference for the reform and innovation of college
English teaching under the background of educational evaluation and professional accreditation.
Keywords
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DOI: http://dx.doi.org/10.70711/wef.v4i1.9585
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