The flipped classroom teaching mode based on small limited online courses (SPOC), which combines the advantages of online and offline teaching, has been widely used in the field of medical education. In order to further improving the morphology testing ability of students majoring in medical laboratoryscience, this study adopted this teaching mode in 211 students majoring in medical laboratory technology and Health inspection and quarantine of grade 2019 in Chongqing Medical University. This paper describes the design and implementation process of this teaching mode in morphology teaching of clinical basic laboratory technology. The teaching effect was evaluated by examination results and questionnaire survey. The results showed that the total scores of these students were (83.22±1.63) points and (76.67±2.48) points. The average score were significantly higher than those of the two majors in grade 2018[(76.39±0.69) points and (67.36±1.37) points],which were 6.83 points and 9.31 points higher, respectively. Among the 198 students who responded to the questionnaires, 190(96.0%) students believe that the teaching mode was helpful to consolidate morphology knowledge, 143(72.2%) students think that it could solve the difficulties in morphology learning, and 119(60.1%) students believe that it enhanced their clinical practice ability. The flipped classroom teaching mode based on SPOC helps students to understand and master morphological knowledge, thereby cultivating their autonomous learning ability, enabling them to proactively solve difficulties in learning, enhancing their ability to recognize cells and other components in specimen, and improving the teaching effect of morphology teaching in this course.