Blended Teaching Reform and Practice of Chinese Cuisine Cooking Techniques Course Based on OBE Concept

With the continuous development of vocational education, the blended teaching reform of the Chinese Cuisine Cooking Technology course based on the OBE concept has become a key means to improve teaching quality. This article aims to explore the OBE concept through a case study approach, analyzing the course contents, methods, and evaluation system of the Chinese Cooking Technology course under a blended teaching mode. The study involved 120 students from two vocational institutions over one academic year. Through the analysis of the traditional teaching mode, it is found that the course content deviates from industry demand, and the practical ability and innovative thinking of students need to be enhanced. The reform plan optimizes the course content and diversifies teaching methods through innovative strategies, including real-time case studies, practical group activities, and integration with industry trends. Following the implementation of the teaching reform, students' skill mastery, teamwork, and innovation abilities have all shown significant improvement, as confirmed by pre- and post-tests. Students' culinary skill scores increased by 30%, teamwork abilities improved by 25%, and scores for innovative dish design were 20% higher than before. These data were collected through skill assessments at the beginning and end of the semester, questionnaires, and feedback from industry experts. Specifically, students' culinary technique scores improved by 30%, their abilities to work in teams increased by 25%, and their innovation in dish design was rated 20% higher. These results highlight the practical value and feasibility of using the OBE concept in blended culinary education and demonstrate how vocational training can better meet modern industry needs.