Abstract: The blended teaching model in specialized basic courses has been widely used in recent years under the background of “internet +” and new engineering. However, the online bad interactivity and offline low participation significantly influenced on its sustainable development. In this work, the learning pyramid theory, information processing theory, and cognitive load theory are analyzed to reveal the main constraint of average retention rate of learning, learning initiative and cognitive load, and to propose the measures of improving students learning quality. “4+3+1” online and offline blended teaching model of specialized basic courses for engineering students is suggested according to CDIO educational ideas and OBE teaching mode. The teaching contents, teaching methods, teaching implementation and teaching evaluation are structured. Then, they are applied in course of Fundementals of Thermal and Fluid Mechanics. The practice showed that 92% of students thought that this blended teaching model could improve their learning initiative and help them to effectively control their learning process. At the same time, it also may help students to develop a good habit and attitude of learning, gain a sense of achievement, and enhance self-confidence in order to improve the average retention rate of learning. This research provides also a reference for theory teaching in specialized basic courses.

Key words: internet, new engineering, specialized basic courses, blended teaching model