Innovation and Effectiveness Evaluation of the OBE Teaching Model in the Course of Principles of Food Engineering

Abstract

Against the backdrop of a shift in engineering education toward outcome-based and competency-oriented approaches, traditional didactic teaching methods can no longer meet the needs of interdisciplinary talent development. As a course with both engineering attributes and interdisciplinary characteristics, Principles of Food Engineering urgently requires a systematic reform in both teaching philosophy and structure. Guided by the concept of Outcome-Based Education (OBE), this study constructs a learning outcome–oriented instructional design pathway by focusing on four dimensions: decomposition of teaching objectives, reconstruction of content modules, task-driven activity design, and optimization of the evaluation system. The study emphasizes enhancing alignment between instructional content and competency development through a coupling mechanism of "problem–task–knowledge–competence," and achieves dynamic regulation and continuous improvement of the teaching process through a multidimensional evaluation and feedback system. This research provides a feasible model for curriculum reform in food-related disciplines and offers practical guidance for the further application of OBE in engineering education.