Exploring OBE Concept in the Innovative Reform of Secondary School Chemistry Education

In recent years, the concept of Outcome-Based Education (OBE) has emerged as a central theme in higher education reform, with scholars adopting diverse approaches in their research frameworks and methodologies. Against the backdrop of globalization and the rapid development of information technology, OBE principles offer fresh perspectives and approaches for educational reform, prompting deeper reflections on educational quality and effectiveness. This paper employs a literature analysis to explore and synthesize the thematic focus, temporal distribution, and perspectives of studies published between 2012 and 2024. Furthermore, key areas of analysis include defining the concept of OBE, assessing its current applications, and evaluating its role in driving innovative reforms in high school chemistry education. In order to solve the core problem of how to improve the teaching quality of Secondary School Chemistry Education, this achievement takes the OBE teaching concept as the guide, adopts the student-centered teaching mode by reforming the teaching design, and achieves remarkable teaching and educating effects. This paper presents recommendations and reflections on the limitations of existing research and explores potential future directions for OBE studies. The constructing assessment tasks on carefully OBE principles, which are described in terms of learning performances, may enable educators to foster and examine much deeper levels of students' understanding.