Objective To discuss the effect of the teaching mode of technological pedagogical and content knowledge in biochemistry theory teaching.Methods Select 400 students in 1-8 classes of clinical medicine undergraduate in 2013 grade were randomly divideded into 2 groups.The control group of 198 students in 1-4 classes applied the traditional teaching mode

The experimental group of 202 students in 5-8 classes applied the technological pedagogical and content knowledge teaching mode.Select 385 students in 1-8 classes of clinical medical undergraduates in 2014 grade were randomly divided into 2 groups.The control group of 189 students in 1-4 classes applied the traditional teaching mode

The experimental group of 196 students in 5-8 classes applied the technological pedagogical and content knowledge teaching mode

which used the micro-lesson and network platform as learning resource suppor to the flipped classroom.Flipped classroom is divided into extracurricular and classroom two major learning links

That is

extracurricular self-study

class digestion. Through the network platform will be the micro-lesson presented to the learners

Learners can self-study according to their own specific circumstances;In the classroom has increased the mutual cooperation between the students

Students teach PPT

Students ask questions and discuss

Teacher and student interaction and other activities.For two terms with professional student test scores for the statistical analysis and questionnaires. The related date were processed by SPSS15.0

and the date between groups were compared by t test.Results The test scores analysis showed that the individual test scores in experimental group of grade 2013 are [（17.94 2.02）vs.（12.28 4.17）]

and the individual test scores in experimental group of grade 2014 are [（18.21 1.78）vs.（12.45 5.13）]

which are obviously higher than the control group

and there was statistical significace.The final exam scores in experimental group of grade 2013 are [（78.28 11.18）vs.（68.65 12.51）]

and the final exam scores in experimental group of grade 2014 are [（81.73 9.12）vs.（74.41 11.87）]

which are obviously higher than the control group

and there was statistical significance.The results of survey show that the students think the teaching mode arouse study interests while 393 (93.7%)

think the teaching mode develop the self-study ability while 357 (89.7%)

think the teaching mode beneficial to cultivate the ability of solving the problems.Conclusion The teaching mode of technological pedagogical and content knowledge has a certain significance to breake the plight of the traditional teaching

inspire the students′interest in learning

improve the teaching quality of biochemistry

make for the teachersˊprofessional development.significance to breake the plight of the traditional teaching

inspire the students′interest in learning

improve the teaching quality of biochemistry

make for the teachersˊprofessional development.