Abstract

Teaching competitions have become an important mechanism for improving the quality of vocational education and supporting teachers’ professional development. Drawing on national curriculum standards for higher vocational English as well as sustained teaching practice, this study proposes a systematic framework for constructing the “STAR” classroom, which integrates Situation-based, Task-driven, Assessment-motivated, and Result-oriented principles. Centered on student learning, the STAR classroom is aligned with the principles of Outcome-Based Education (OBE) and the Production-Oriented Approach (POA), thereby forming an integrated instructional model that supports meaningful learning and holistic student development. To enhance its practical relevance, a classroom implementation example is included to illustrate how the four components operate in an authentic teaching context. The study contributes a practice-oriented pedagogical framework for higher vocational English teaching under the background of educational transformation.

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