2。 Literature Review
In recent years, many scholars have studied the application of OBE in teaching overseas and at home。
The most detailed articulation of the theory underpinning OBE was given by Spady (William 12)。 Spady in an interview with Brandt firstly gave an explanation of OBE’s four principles: clarity of focus, design down, high expectations, and expanded opportunity。 (Brandt 66)。 Lorenzen elaborated on these principles more specifically．And there are four points to the OBE system that are necessary to make it work in his article (Lorenzen 20)。 Malan in South Africa believed that OBE is based on Taylor’s theory of Educational Goals, Bloom’s Mastery Learning Theory, and the theory of Competence—based Education (Malan 35)。 American scholar Richard proposes a model of curriculum design based on OBE mode。 He said that engineering teaching should follow the steps of Learning Objectives-Intruction-Assessment。
And in China, Doctor Jiang Bo firstly did some research on OBE and made a systematic elaboration on its concept in her articles。 Educators and policy makers are attempting to change the way we measure the effectiveness of the education from an emphasis on traditional input to results or outcomes (Jiang 35)。 The Hong Kong Polytechnic University has brought OBE into their curriculum since 2004, and has achieved preferable results．Researchers in the university introduced a 3P learning mode of OBE：Presage，Process and Product (Liu & Liu 45)。 Zhu Huaixin and Mao Hongxia studied the educational reform in South Africa。 They tried to explore the OBE curriculum model from three aspects the emergence，the concept，and the characteristics，which could provide some reference for the curriculum reform in China (Zhu & Mao 57)。
As stated above, research on the OBE education mode is mainly in the professional colleges to the cultivation of vocational students and engineering teaching, However, there are not a few researches on OBE’s application to senior high school。 Based on the above reasons, the author will try to apply OBE to put forward innovation for senior high school English teaching, from the point of construction of class teaching mode。
3。 OBE Theory
3。1 Definition and principles of OBE
Outcome Based Education was firstly originated in North America in the1990s．The most authoritative articulation of the theory is given by Spady。 In Spady’ s words, Outcome-Based Education means clearly focusing and organizing everything in all educational system around what is essential for all students to be able to do successfully at the end of their learning experiences．This means teaching should start with a clear picture of what is important for students to be able to do，then organizing the curriculum，instruction，and assessment to make sure learning ultimately outcomes (William 12)。
According to Spady, implementing OBE should follow these four principles: clarity of focus, design down, high expectations, and expanded opportunity．
(1) Clarity of focus源F于K优B尔C论V文N网WwW.youeRw.com 原文+QQ752^018766
This principle means that everything the teacher does must be clearly focused on the learner's ultimate success。 This principle enables the teacher to make the students aware of the short-term and long-term intentions of each stage of the teaching process, and also makes the teacher an obligation to pay attention to the assessment of all the students on each important outcome。
(2) Design down
This principle is inseparable from the first principle, which means that the starting point of all curriculum design must be the important learning outcomes that students should achieve when they complete their formal education。 All of the teaching planning, teaching processes and assessment must be directly related to the meaningful outcomes that students ultimately achieve。 OBE理论框架下的高中英语课堂教学模式构建(2):http://www.youerw.com/yingyu/lunwen_201264.html