To cultivate innovative agricultural talents, the teaching reform of Fish Physiology course was explored and practiced based on the OBE concept. Specifically, clarify teaching objectives, revise curriculum quality standards with knowledge mastery and application abilities as the goal, and set three-level teaching standards for knowledge objectives, ability objectives, and ideological and political objectives; update teaching content, integrate cutting-edge research results, and continuously improve students’ knowledge system; adopt a blended online and offline teaching model, optimize pre-class preparation, in-class teaching, and post-class practical activities, and focus limited classroom teaching on higher-level cognitive construction activities such as discussion, exploration, collaboration, and creation; adopt diverse teaching methods such as role-playing and problem orientation, systematically elucidate the physiological functions and regulatory mechanisms of the fish digestive system through a point to surface approach, achieve interdisciplinary organic integration; build a comprehensive evaluation system that combines process assessment (40%) with final exams (60%) to objectively evaluate students’ learning outcomes. Practice has shown that the teaching reform of this course has achieved certain results. Students have won awards in the life science competitions every year, and the proportion of students who have been recognized by internship bases in aquaculture production internships has increased. This has cultivated students’ self-learning ability and scientific literacy of division of labor and cooperation. This article provides references for the teaching reform of similar courses.