To cultivate high quality life science professionals, based on the outcome based education concept, the current situation of the teaching content, teaching model, experimental resources, and teaching staff of cell Biology Experimental course was analyzed, and the teaching reform practice of the course was carried out. At present, there is a lack of new experiments that match the needs of modern agricultural production of the course. Some classroom teaching is mainly based on the “teacher led student operation” model, and the supply of experimental consumables is insufficient. There are relatively few teachers with interdisciplinary backgrounds. In terms of teaching reform, the experimental projects will be adjusted in stages, adopting a progressive curriculum structure system consisting of basic experiments, demonstrative experiments, comprehensive experiments, and applied experiments; applying the teaching model of “raising questions based on teaching process-self-directed learning and discussion-reporting design plans-implementing experimental operations”, and introduce problem-based learning and other models; optimizing resource allocation and updating experimental equipment in an orderly manner; establishing a practical teaching base using farm resources and regularly hold skills competition activities; building a diversified evaluation system and conducting process evaluation and assessment; enhancing the teaching ability of teachers and establishing a normalized system for the development of young teachers. Practice has shown that this teaching reform has obvious effects on cultivating students’ practical ability and innovative thinking, improving their classroom participation, and comprehensively cultivating their scientific research quality. This article provides references for similar course teaching reforms.