目的 探讨基于ICAP（interactive交互，constructive建构，active主动，passive被动）学习方式分类学理论（以下简称ICAP理论）的混合教学模式在妇产科护理教学中的应用效果。 方法 2023年9月—11月，选取2023级护理本科生为研究对象，采用基于ICAP理论的“课前预习、准备”“课堂呈现、交互”“课后复习、反思”三阶段混合教学模式。通过比较教学改革前后学生的深度学习水平、自主学习能力，以评估该教学模式的教学效果。 结果 教改后学生深度学习水平有提升（P＜0.05），尤其在信息素养、知识再加工维度有改善（P＜0.01）；教改后其自主学习能力也有提高（均P＜0.05），学生的学习动机、计划和实施能力优于教改前（P＜0.05）。 结论 基于ICAP理论的混合教学模式能够有效提高学生深度学习水平，利于学生自主学习能力的培养。

Objective To explore the application effect of blended teaching model based on ICAP (interactive,constructive,active,passive) theory in obstetrics and gynecology nursing teaching. Methods From September to November 2023, nursing undergraduates from grade 2023 were selected as research subjects. A three-stage blended teaching model based on ICAP theory was adopted, including pre-class preview and preparation, presentation and interaction in class, post-class review and reflection. The deep learning level and autonomous learning ability of the students were compared before and after the teaching reform to evaluate the teaching effect of this teaching model. Results After teaching reform, the deep learning level of students was significantly improved (P＜0.05), especially in terms of information literacy and knowledge reprocessing (P＜0.01). Students' autonomous learning ability was also significantly improved (P＜0.05). And students' learning motivation, planning and implementation ability were significantly better than before. Conclusion The blended teaching model based on ICAP theory can effectively improve students' deep learning level, and facilitate the cultivation of their autonomous learning ability.