Abstract: Objective To explore the effect of blended learning community and stratified progressive project teachingmethod in the teaching of nursing pedagogy. Methods Fifty-one nursing students of grade 2021 were selected as theobservation group, and the learning tasks were divided into four teaching processes: pre-class task (online), classroomlearning (offline), after-class task (online) and stratified project teaching (offline); and 65 students of grade 2021 "3+3+2"nursing students were selected as the control group to complete corresponding task groups and special exercises. Thestudents' test scores, teamwork consciousness evaluation questionnaire and self-designed questionnaire "nursing pedagogyteaching effect evaluation" were used to evaluate the teaching effect. Results The students in the observation group hadhigher abilities than those in the control group in compiling teaching objectives, analyzing key and difficult points, choosingteaching methods, choosing teaching media, writing teaching plans, making PPT and learning interest (P<0. 05). Thestudents' test scores and teamwork consciousness were also significantly greater than those of the control group (P<0. 05).The students who completed the A-level tasks had no obvious difference with the B-level students in setting curriculum objectives and analyzing key and difficult points, and the improvement of the ability of the other eight evaluation indicatorswas greater than that of the B-level students. Conclusion Blended learning community and stratified progressive projectteaching method can promote students' mastery and application of knowledge, and also improve their sense of teamwork.