Abstract

This study investigates the development and effectiveness of an educational practice course grounded in Outcome-Based Education (OBE) principles, aiming to enhance the practical competencies of pre-service Chinese language teachers at Guangxi Minzu Normal University. Adopting a backward design framework, the course was structured around six core areas of teaching ability: classroom teaching, curriculum design, classroom management, psychological counseling, educational research, and teaching reflection. A total of 40 pre-service teachers participated in a 13-week structured internship program combining university guidance with school-based mentoring. Quantitative data were collected through two researcher-developed instruments: the Chinese Classroom Teaching Self-Evaluation Scale and the Educational Practice Ability Evaluation Scale. Pre- and post-test analyses revealed statistically significant improvements across all competency domains, with the most notable growth observed in psychological counseling (+52%) and curriculum design (+43%). Qualitative data from reflective journals and mentor feedback further confirmed the program’s impact on teaching readiness and professional identity development. The findings underscore the value of structured, outcome-driven practicum models in bridging the gap between theory and practice. The study concludes by recommending enhanced mentorship systems, standardized evaluation frameworks, and continued research into OBE applications in diverse educational contexts.

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