The cultivation of applied talents should attach importance to the connection between theoretical teaching and practical teaching, attach equal importance to both theoretical and practical teaching, set up a curriculum system with the cultivation of innovative and practical abilities as its core competence, integrate enterprise practice and social needs into the talent cultivation program, and solve the problem of disconnection between theoretical teaching and practical teaching. This paper takes Wuchang Shouyi University as an example. To explore the "dual-ability + dual-certificate" talent training mode of Applied Undergraduate Based on Industry-University-Research Cooperative education. This talent training mode refers to the operation mechanism which is employment-oriented, student-centered and ability-based, and which is supported by the policy support system of industry-university-research cooperation education, the "double-qualified" teacher team security system, the applied talent training system and the vocational qualification certificate management system. The purpose is to cultivate the students' innovative ability and practical ability as the core of the ability quality.( Abbreviated as "dual ability", and obtain academic certificates and professional qualification certificates (referred to as "dual certificates") personnel training mode.

Outcome-based education is an educational concept guided by "student-centered, output-oriented and continuous improvement", focusing on students' final learning outcomes. Course teaching is the most basic and important link in the teaching activities of higher education. Achievement degree of curriculum objectives is the most important basis for judging whether the graduation requirements can be achieved and whether the professional training objectives can be achieved. Based on the concept of OBE ，this paper taking the practice of OBE curriculum reform in Shouyi College of Wuchang as a teaching case, combines quantitative and qualitative analysis of students' learning achievement, finds out the weak links of classroom teaching, reflects on classroom teaching effect, and formulates targeted improvement measures to ensure the continuous improvement of teaching quality. The results show that the achievement of curriculum objectives has a better evaluation and improvement effect on students' learning outcomes.