目的 分析在成果导向教育（outcome-based education，OBE）理念下本科生混合式教学参与度，为提升本科生参与线上线下学习热情、增强其学习效果提出解决方法以及为混合式教学的开展提供相关参考。 方法 采用方便抽样法对某医科院校本科生进行电子问卷调查，对大学生混合式学习的参与现状及其影响因素进行分析。 结果 343名（95.0%）学生参加过3门及以上的线上课程，超过一半的大学生会参与互动和协作；258名（71.5%）学生更钟爱线上课程和线下传统课堂相结合的混合式教学，282名（78.1%）学生极为关注课堂参与感。对参与度影响因素进行因子分析，提取了3个特征值＞1的因子，3个因子的方差累计贡献率为70.96%，旋转后的成分矩阵分析得出同伴教学、学习资源平台、师生为影响因素。 结论 大学生整体学习参与情况体现在行为、情感和认知参与等方面，影响混合式教学参与度的因素为同伴教学因素、学习资源平台因素和师生因素。

Objective To analyzes the participation of undergraduate students in blended teaching under the concept of outcome-based education (OBE), proposes solutions to enhance their enthusiasm for online and offline learning and enhance their learning effects, and provides relevant references for the development of blended teaching. Methods An electronic questionnaire survey was conducted on undergraduates of a medical college by convenience sampling method, and the current situation and influencing factors of college students' participation in blended learning were statistically analyzed. Results A total of 343 (95.0%) undergraduates have participated in three or more online courses, more than half of them will participate in interaction and collaboration, 258 (71.5%) undergraduates prefer the blended teaching combining online courses and offline traditional classes, and 282 (78.1%) undergraduates are extremely concerned about classroom participation. The influencing factors of participation were analyzed, and three factors with eigenvalues ＞1 were extracted, and the cumulative contribution rate of variance of the three factors was 70.96%, and the rotating component matrix analysis showed that peer teaching, learning resource platform, and teachers and students were the influencing factors. Conclusion The overall learning participation of undergraduates is reflected in behavioral, emotional and cognitive participation, and the factors affecting the participation of blended teaching are peer teaching factors, learning resource platform factors, and teacher-student factors.