Abstract: To explore the influencing mechanism of blended teaching on students' learning intention, this study takes the course metallurgy and heat treatment as the research object. Questionnaires were distributed to undergraduates majoring in materials forming and control engineering, and 205 valid samples were collected to test the mediating effect of academic self-efficacy and the moderating effect of achievement motivation. The results reveal that blended teaching positively promotes students' learning intention and academic self-efficacy; academic self-efficacy exerts a significant mediating effect, whereas the moderating effect of achievement motivation is not verified. Accordingly, teaching improvement strategies including optimizing blended teaching resource platforms and enhancing students' academic self-efficacy are proposed, which can provide references for the reform of blended teaching of engineering specialized courses.