Objective　To study the application and effect of hybrid teaching based on the rain classroom in the teaching of periodontology for undergraduates. Methods　Sixty-four stomatological undergraduates in Phase 101 were selected as experimental group

and 62 in Phase 100 as control group. The hybrid teaching based on the rain classroom were conducted in experimental group

and mind mapping were used before and after class to help students understand and expand the content of class. The traditional teaching was adopted in the control group. SPSS 17.0 was applied to compare the differences between the written test scores and teaching satisfaction evaluation of the two groups. The learning behavior data of the students in experimental group before

during and after class were collected and analyzed. Results　The score of the written test in the experimental group were significantly better than that in the control group (t=2.97

P<0.05). The result of questionnaire showed that the experimental group was significantly more satisfied with the improvement of lecture efficiency (t=2.71

P<0.05) and self-learning ability (t=4.35

P<0.05). The majority (82.55%) of students in the experimental group are in favor of the rain classroom; 89.06% of students finished the preview before class

and 67.19% of them completed the review after class. Conclusion The hybrid teaching based on the rain classroom can be applied to the teaching of periodontology

which can effectively improve the learning quality and initiative of the students.