Objective: To investigate the students’ perception and effectiveness of the flipped class model in bilingual education in special population nutrition class. Method: Two classes of Shanghai University of Traditional Chinese Medicine were exposed to either the flipped class model or the traditional class model. In the flipped class model

the students were provided a wealth of teaching resources such as short videos before class. In addition

a series of pedagogical approaches were used to develop the students’ cognitive ability. The questionnaire survey and class quiz were employed to evaluate the students' perception and effectiveness of the flipped class model. Results: The students in the experimental group have significant higher scores in professional vocabulary section [(23.1±0.71)vs. (21.1±0.67)]

listening and speaking section [(21.2±0.78)vs. (19.0±0.74)]

essay questions section [(37.8±0.96)vs. (34.4±1.15)]

and total test scores [(82.2±1.50)vs. (74.5±1.52)] than did the students in the control group. In addition

the flipped class model ignites the students’ learning interest

reduces the learning anxiety

and develops their learning autonomy. Conclusion: The flipped class model is a highly effective means that promotes the student centered active learning. This study provides reference for implementation of the flipped class model in Chinese medical bilingual education.