Abstract: Abstract: The traditional teaching of digital image processing emphasized the explanation of classic methods, the implementation of each single algorithm, and the training of individual abilities, while neglecting the expansion of new methods in literature, the project development of algorithms, and the cultivation of team spirit. In order to overcome these problems, a new project-driven teaching mode was explored based on the outcomes-based education (OBE) concept certified by the profession of engineering education. Concretely, the teaching goals were determined by the index points of the graduation requirements for electronic information majors. Using the project teaching method of CDIO, the teaching process was divided into four stages: project investigation, project design, project implementation, and project operation feedback. A special subject on image thresholding segmentation was demonstrated as an example to explain in detail the works conducted and abilities/qualities fostered/trained in different stages. As a result, the entire teaching process centered on ability training and quality education. Finally, the assessment and feedback on the quality of teaching and learning were employed to constantly address the shortcomings in the development of students’ skills. Through four years of teaching practice, the project-driven teaching method based on the OBE concept has been proven effective not only in overcoming the disadvantages of the traditional teaching method, but also in enhancing students’ comprehensive ability and quality.

Key words: Keywords: digital image processing, outcomes-based education, project-driven, evaluation mechanism, practical teaching