This paper introduces the preliminary design and practice of the dynamic combination of flipped classroom with traditional classroom in the teaching of pharmaceutical analysis experiment. In the study

the teaching structure sequence of Low-High-Low was used. Specifically

before the class

the students conducted a low-structure autonomous learning for cognition and exploration with the intra-campus and public online resources and the traditional teaching resources. In the class

the students conducted a high-structure teacher-assisted learning using the module of Presentation-Discussion-Experimental Operation-Rediscussion. After class

the students conducted a low-structure autonomous learning for summary and expansion with the various resources. Finally

the teacher integrally assessed students' scores and redesigned the course teaching. The results showed that

compared with traditional classroom

the dynamic combination of flipped classroom with traditional classroom accelerated the improvement of students' abilities in cognition

exploration

practice

and innovation

and also accelerated the transformation of the teachers into teaching researchers and innovators.