Aiming at the teaching characteristics of Medical Organic Chemistry and the learning characteristics of students

this article takes information technology as the medium and fully integrates the autonomous learning mode of teaching and learning into the teaching process. In the teaching of Medical Organic Chemistry in 2017 grade

we have carried out the autonomous learning based on information resources-flipping classroom teaching and student-centered micro-class assisted teaching

the self-learning mode

such as network-based self-designed experimental teaching mode and the autonomous learning mode such as web-based self-designed experimental teaching mode. Comparisons are made with the comprehensive scores of the students of 2016 grade who adopt the traditional teaching method in our university. The results show that this mode of teaching and learning combined with dominant-subject can fully mobilize the enthusiasm and initiative of students in the teaching of Medical Organic Chemistry. It is more conducive for students to learn how to learn

to integrate knowledge and to improve their ability to analyze and solve practical problems. The application of autonomous teaching and learning modes has effectively improved the problems of insufficient interest in chemistry learning and single teaching mode of medical students in our university. To a certain extent

it improves the quality and efficiency of the teaching of Medical Organic Chemistry.