Abstract: The OBE (Outcome-Based Education) philosophy emphasizes a student-centered approach focused on the attainment of specific learning outcomes. The micro-project teaching strategy, by breaking down complex knowledge into smaller, manageable projects, facilitates students’progressive mastery of skills and concepts. This paper proposes that effective implementation should begin with the careful design of micro-project introductions to stimulate student interest. It also advocates for the development of detailed implementation plans with clear objectives to guide student learning. Conducting pre-assessments helps accurately gauge students’foundational knowledge. A diversified evaluation system is recommended to comprehensively assess the teaching process. Through hands-on exploration via micro-projects, students engage deeply and enhance their information technology competencies. Post-assessments based on micro-project presentations are used to evaluate instructional effectiveness. Finally, reflective sharing between teachers and students helps consolidate knowledge and deepen its application. Practical evidence demonstrates that this teaching model significantly improves student engagement, knowledge acquisition, and practical skills, offering valuable insights and new directions for the reform of information technology courses in vocational colleges.

Key words: OBE philosophy, Micro-project teaching strategy, Vocational education, Information technology courses, Application, Teaching reform