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.