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Objective To develope blending teaching method for inspiring students' interest and autonomy in learning, and improving students' learning outcome. Methods The clinical case guidance method, the combination of PBL (problem based learning) and LBL (lecture based learning), “rain classroom” and mind map summing up method were used in biochemistry lectures. Results Students were able to gradually establish the thinking mode of construction of meaning and integrate the complex knowledge to build up their own knowledge system. Blending teaching method made classroom teaching diversified and enriched to improve students' learning autonomy, which switched the thinking mode from the passive memory model to the active thinking mode of meaning construction. Conclusions The blending teaching method can improve students' learning interest, arouse their attention to the basic medical courses and build solid foundation for clinical medical courses learning.