In order to explore the effect of flipped classroom in theoretical teaching of biochemistry

“lipids metabolism” was selected to carry out four stages flipped classroom. The teaching effect of flipped classroom was evaluated by test and questionnaire survey of students. The results indicated that most undergraduate students could accept novel teaching method. However

the consciousness and the ability of students’ independent learning need to be further improved. It also takes time for the students to adapt the transition from traditional teaching to flipped classroom. In summary

the specificity of Biochemistry may limit the carry out of flipped classroom to some extent. Therefore

which kind of teaching method is adopted depends on the biochemistry theoretical content. Our work may provide some references for further application of flipped classroom in biochemistry teaching.