Abstract: This study explores innovative approaches to the teaching of applied writing for secretaries under an outcome-based framework. Targeting current challenges such as weak tool-based instruction, insufficient logical training, fragmented knowledge structure, and lack of real-life scenarios, the study integrates project-based learning, modular content design, and interdisciplinary knowledge fusion. By strengthening the “speaking-thinking-writing” chain and incorporating authentic writing tasks, the course significantly improves students'practical writing competence and forms a teaching model aligned with the demands of new quality productive forces, offering effective support for the development of professional secretary talents.

Key words: New quality productive forces, Applied writing for secretaries, Outcome-based education, Project-based learning, Teaching reform, Competence development