Objective　To write the school-based teaching material of pathology， and apply it to the students in higher vocational colleges to evaluate the application effect. Methods　Two classes of clinical medical students of Grade 2011were divided into two groups： the experimental group（Class1， 58 students） and the control group（Class2， 60 students）. Both of the two groups take the integration of theory and practice teaching method. The traditional teaching material was applied in the control group while the school-based teaching materials were adopted in the experimental group. Statistical analysis software SPSS 13.0 and two samples t test were used to compare the preparing effect before the class， case study effect and the final examination of the two groups. After the end of the course， students’ teaching satisfaction questionnaire was conducted， and the results of the survey for the rank sum test were analyzed. Results 　The scores of preparing effect before class were higher in experi-mental group（84.4±6.2） than those in the control group（78.2±5.8）， t=5.61， P=0.001； the case study effect in experimental group（78.6±6.6） was higher than that of the control group（72.8±5.3）， t=5.27， P=0.002； there was no significant differences in the final examination between the two class [experimental group（83.5±6.8），control group（81.6±6.9）]， t=1.51， P=0.183. The questionnaire shows， in the aspect of the difficulty of teaching material， the degree of satisfaction in the experimental group（satisfied： 28， general： 30， unsatisfied： 0） was higher than the control group（satisfied： 18， general： 37， unsatisfied：5）， Z=-2.43， P=0.015； in the aspect of reading interest， the degree of satisfaction in the experimental group（satisfied： 32， general： 25， unsatisfied： 1） was higher than the control group（satisfied： 22， general： 35， unsatisfied： 3）， Z=-2.09， P=0.036； in the aspect of emphasizing on the key point， the degree of satisfaction in the experimental group（satisfied： 20， gen-eral： 38， unsatisfied： 0） was higher than the control group（satisfied： 12， general： 39， unsatisfied： 9）， Z=-2.72， P=0.007； in the aspect of self-study effect， the degree of satisfaction in the experimental group（satisfied： 20， general： 38， unsatisfied： 0） was higher than the control group（satisfied： 16， general： 39， unsatisfied： 5）， Z=-3.13， P=0.002； but there was no significant differences in classroom-learning effect（experimental group： satisfied， 38， general， 20， unsatisfied， 0； control group： satis-fied， 36， general， 23， unsatisfied， 1）， Z=-0.68， P=0.497. Conclusions　The school-based teach-ing material can contribute to the students' self-learning， enhancing the students' interest of learning and knowledge-application ability.