To explore micro-course suitable for human morphology in high vocational nursing pro-fession and meanwhile attempt to make a combination between micro-course and flipped-classroom in some chapter, accompanied by taking advantage of the digital equipments such as computer, tablet and smart phone to carry out teaching. Based on digitization, we aim to lead the fragmented time and energy of students to this beloved teaching method, realizing “self-inquiry learning before class, interactive learning between teacher and students in class, effect assessment after class to reinforce the independent participation and inspire the interest of students in human morphology learning.

Based on the virtual simulation of "digital embryo" in the digital teaching platform for medical morphology, this study constructs the course resources of human embryology by integrating the contents of the course, recording micro-videos, formulating course guides, and analyzing clinical cases, then implements the blended teaching model of pre-class preview, in-class discussion, and after-class expansion, and establishes a course evaluation system combining formative assessment and end-of-course assessment. Comparison of assessment scores and satisfaction questionnaire between traditional off-line teaching and blended teaching showed a significant improvement in total score, and more than 5% of the students reported a significant reduction in the difficulty of the course, while the degree of satisfaction with the course was increased by 11%. This suggests that the establishment of the blended teaching model of human embryology meets the requirements for personalized and diversified learning among students, realizes the diversity of teaching methods and teaching evaluation, and improves the quality of teaching.