Blended teaching mode combines traditional teaching methods with cutting-edge information technology, which is the development direction of future education and teaching. This paper combines constructivist learning theory to design a blended teaching mode for accounting majors. The pre-course independent learning session transforms students’ inherent thinking into active constructors instead of passive receivers of information. In the class, we emphasize students’ inherent knowledge reserves, do not use rote teaching, and guide the construction of students’ knowledge systems. At the end of the class, the students’ knowledge in the classroom is used to check and fill in the gaps, and to learn from the past to understand the new. Two classes of accounting majors in a school were selected for teaching experiments, and the lag sequence analysis of teacher-student interaction behavior was conducted on GSEQ, a special software for interaction behavior analysis, and the theoretical and practical scores of the experimental group and the control group in the final exam were analyzed. In terms of teacher-student interaction behavior, in addition to referring to 15 significant behavioral sequences pointing to themselves, there are another 13 significant behavioral sequences reflecting the laws and characteristics of teacher-student interaction behavior. The teaching experiment found that there were significant differences between the experimental and control groups in terms of theoretical, practical, and total scores on the final exam. In terms of learning attitude and accounting literacy, the average score of the experimental group was 8.69 and 6.68 points higher than that of the control group respectively. The blended teaching adopts the contextual teaching method, creates appropriate work scenarios, and utilizes the functions of role transformation, on-the-job operation, and business route selection, which not only stimulates the enthusiasm for theoretical learning, but also improves the practical skills through practice.