Objective To explore the effect of SNAPPS ( summarize the case, narrow the differential, analyze the differential, probe the preceptor, plan management, and select an issue for self directed learning method ) in pediatrics teaching. Methods there were 67 students of grade 2013, five year medical education program in the Medical College, Shaoxing University who were randomly divided into experimental group (33 students) and control group (34 students). The experimental group adopted SNAPPS bedside teaching method, while the control group adopted traditional teaching method. After the teaching, the theoretical knowledge test and teaching effect were adopted. The method of questionnaire survey evaluates teaching effect and compares two groups of students' practice effect. Results The theoretical knowledge score of the experimental group(88.09±7.73)was superior than that of the control group(81.69±6.70), the difference was statistically significant(t=2.07,P<0.05). Self-learning ability, inquiry learning ability, analysis, communication, summary and expression ability, clinical thinking ability, benefiting future medical work and satisfaction with teaching methods in the experimental group were superior than that of the control group.(χ² were 4.70、13.39、11.15、9.36, 10.29、21.95 respectively, all P<0.05). Conclusions The teaching effect of SNAPPS bedside teaching method is better than that of traditional teaching method. It can improve students' learning interest, and improve the effect of pediatric clinical teaching.