Abstract: Supported by digital and intelligent technologies, the flipped classroom has become a key driver of teaching reform in higher education. However, investment studies courses still face challenges such as insufficient student autonomy, uneven classroom participation, weak knowledge application, and delayed transformation of the teacher's role. This paper innovatively integrates Case-Based Learning (CBL) with Task-Based Learning (TBL) to construct a hybrid “case + task” flipped classroom model. First, “Question Star” surveys were used to identify student study interests and align them with target flipped classroom chapters. Second, a closed-loop teaching model was designed: “pre-class case introduction—in-class progressive tasks—post-class report internalization.” Pre-class sessions use real-world cases to pose questions, in-class sessions employ progressive task chains to drive deep inquiry, and post-class sessions utilize summary case analysis reports to solidify knowledge. Practical results demonstrate that this model enhances students'learning autonomy, course engagement, and practical application skills. Simultaneously, it facilitates the transformation of the teacher's role from “knowledge transmitter” to “knowledge architect,” offering valuable insights for innovating teaching models in finance and economics courses at higher education institutions in the new era.

Key words: Flipped classroom, Blended teaching model, Task-driven approach, Case teaching method, Instructional design, Value-oriented education