In view of the problems existing in the teaching of the “Modern Chinese” course, such as the disconnection between teaching objectives and professional demands, the single teaching mode, and the limited evaluation system, based on the concept of outcome-based education (OBE), this paper systematically explores the teaching reform path of this course. By reconstructing the three-dimensional hierarchical target system of “knowledge–ability–quality,” promoting the integration of reverse teaching content through cross-disciplinary comparison and professional certification, constructing an online and offline blended teaching process, and establishing a multi-subject, full-process evaluation and immediate feedback mechanism, students’ classroom participation, language analysis and application ability, as well as teaching quality have been effectively enhanced. Teaching practice shows that after the reform, students’ academic performance structure has been optimized, their practical abilities have been enhanced, and their learning initiative has significantly improved, providing experience and reference for the OBE transformation of theoretical courses in higher normal universities.