As a new teaching mode emerging under the background of informationization, the flipped classroom advocates student-centered, deep learning-oriented, with the help of informationization resources, reconstructing the teaching process, and focusing on improving students’ core qualities such as higher-order thinking, which is compatible with the current reform of informationization of law professional courses in colleges and universities. In this paper, we designed the path of informatization reform of law professional courses based on flipped classroom, and designed teaching experiments, and evaluated the teaching effect of the path using independent sample t-test and Pearson correlation analysis method. In the law professional course in colleges and universities, the experimental group adopts the teaching mode of flipped classroom, and the control group adopts the traditional teaching method, and there is no significant difference between the pre-test scores of the experimental group and the control group (P>0.05), while the post-test scores have a very significant difference (P<0.001). It shows the effectiveness of the flipped classroom teaching mode in the law program. In addition, the results of the questionnaire survey show that students recognize the course construction, teacher teaching, subjectivity play, and student gains in the flipped classroom information teaching mode. Curriculum construction, teacher teaching and student subjectivity all have a very significant effect on student gains, and curriculum construction and teacher teaching also have a significant effect on student subjectivity, and curriculum construction also affects teacher teaching. This points out the direction for further reform of informationized teaching based on flipped classroom.