Abstract: Objective to explore the effect of online and offline blended teaching modes in the physiological experimental courses. Methods Statistically analyze the correlation between the data of course website login, experiment quality, average grades, examination results and final evaluation results of students’ physiological science experiment course in grade 2015 and comparatively analyze students’ data for teaching quality questionnaire scale in grade 2014 and 2015. Results Students spend more time on self-study of online courses in the evening and the number of times they logged on the course website has a significant impact on their performance. Students’ test scores and experimental quality can be improve through two stages of teaching. Students give higher marks for flipped classroom teaching model, improving basic ability and scientific research ability through course learning. Conclusion The perfect experimental teaching content and teaching mode can promote students’ independent learning, improve students’ independent practice ability and the ability to raise, think and solve problems scientifically, which is conducive to cultivating students’ good qualities of independent learning, practice and inquiry.

Key words: flipping classroom, mixed teaching, autonomous learning, learning effect evaluation, physiological sciences