Scilight Press

In the context of globalization, the need for transformation in China's college English education is increasingly apparent. The traditional pedagogical approaches, which predominantly focus on linguistic knowledge, can no longer meet the diverse demands of society for university students' comprehensive foreign language skills. As a result, the Outcome-Based Education (OBE) philosophy presents a pathway for educational reform that is student-centered and prioritizes the realization of learning outcomes. Grounded in the OBE theory, this study endeavors to reconfigure college English course objectives, processes, and evaluations, ensuring alignment with students’ authentic needs and developmental goals. This study offers an in-depth examination of the multi-layered connotations of course objectives and constructs a curriculum framework encompassing “three phases” and “one mechanism.” This framework entails the formulation and design of course plans, the organization and management of course content, and the analysis and improvement of learning outcomes. This scholarly exploration illustrates a novel, multi-dimensional perspective for college English course construction, aiming to provide valuable insights and guidance for higher education English curriculum development.