Abstract: This study explores and implements blended teaching approaches for the graduate course “surface physical chemistry” by integrating the strengths of online MOOC platforms with traditional offline instruction. We developed an innovative “double helix” blended teaching model that achieves complementary, interconnected, and synergistic effects between online and offline components. The model incorporates a hybrid assessment system combining online and offline evaluations, effectively integrating formative and summative assessment methods. Teaching practice demonstrates that this blended approach not only enhances students’ mastery and consolidation of fundamental theories and key concepts, but also facilitates meaningful expansion and extension of course content. Additionally, it significantly improves students' innovative thinking capabilities and overall academic competencies.

Key words: Graduate MOOC, Online and offline blended teaching, Flipped classroom, Surface physical chemistry