目的 为了实现高职课程课前视频学习资源的合理设计，帮助学生自主完成课前学习任务。 方法 通过分析《动物生物化学》课程的课前视频教学数据和课前学习的调查问卷，分析影响学生完成课前视频学习的主要因素和提出构建课前自主学习视频的策略。 结果 课前视频学习资源的实验性、交互性和案例性，有利于提高学生自主学习的完成率；课前视频学习资源的难度和长度会降低学生的完成率；大多数课前学习结果测试成绩与课前视频学习资源的反刍比不相关；学生们不愿在课前学习上投入太多时间。 结论 应减少课前学习视频的数量，降低学生自主学习的负担；教师应采取多种形式对学生的课前学习结果进行评价；课前视频学习资源的设计可以利用视频内容的实验性、交互性和案例性，平衡视频内容的难度和长度，以提高学生的观看完成率。

Objectives In order to achieve the rational design of pre-class learning videos for courses in vocational education and assist students in independently completing learning tasks before class. Methods The main factors affecting students to complete pre-class video learning were analyzed and strategies for constructing self-learning videos of pre-class were proposed based on analyzing the teaching data of pre-class videos and the survey questionnaire of pre-class learning for the course of Animal Biochemistry. Results The experimental, interactive, and case-based characteristics of pre-class video learning resources was conducive to improving the completion rate of students' self-learning. The difficulty and length of pre-class video learning resources reduced the completion rate of students' self-learning. Scores of Most pre-class learning outcome test were not correlated with the rumination ratio of pre-class video learning resources. Students were unwilling to invest too much time in pre-class learning. Conclusions The number of pre-class learning videos should be reduced to reduce the burden of self-learning for students. Teachers should evaluate the pre class learning outcomes of students in various forms. The design of pre-class video learning resources can utilize the experimental, interactive, and case-based characteristics of the contents of video to balance the difficulty and length of the contents of video, and improve the completion rate of students' self-learning.