In the teaching of laboratory experiment course of human parasitology, we established an online course platform via internet, integrated important knowledge points of the laboratory lessons, produced a total of 23 micro videos on specimen preparation and operational procedures, and uploaded the contents to the platform as online teaching course for students to preview beforehand. Multidimensional evaluation was conducted through the whole teaching course, combining with questionnaire feedback to complehensively appraise the outcome of the reform of teaching course. As the result of applying the micro-video-based “flipped classroom” teaching tactic, the students majoring in preventive medicine and basic medicine remarkably improved their laboratory exam scores, compared with the traditional teaching method. Further analysis on the performance of the students with lower scores in laboratory exam showed that the time of viewing the videos of specimen preparation and the operational demonstration is found to be significantly correlated with the score of online test (P < 0.01). Questionnaire analysis indicates that most students thought of micro-videos being helpful to offline classroom study on specimen study (262/264, 99.24%) and practical operations (264/264, 100%); 81.20%（217/264） students liked the “flipped classroom” study mode; and 95.69% students regarded it acceptable the time they spent for micro-video study occupying their spare time. The micro-video-based flipped classroom can enhance students’ academic performance and practical skills, and welcomed by students too. However, for those students who have the ability to learn more, the enhancements were not significant. This suggests that further analysis on the reason of weak points is needed to perfect the reform with flipped classroom teaching, and bring benefit to more students.