Abstract: Research-oriented teaching is an effective approach to promoting construction of first-class courses as well as innovating, entrepreneuring and researching ability of students of newly-founded universities. Using Consumer Behavior as the practice vehicle, the project team constructed and practiced the OMO teaching based on rain classroom, innovation and entrepreneuring based on project and competition and the 3-in-1 3-dimensional research-oriented teaching based on in-depth exploration of science project. The questionnaire survey shows that the students hold positive attitude towards cognition, behavior and result of research-oriented teaching, indicating that major courses offered in the research-oriented method can increase interest, interactiveness and response so as to promote the students’ innovating and entrepreneuring ability, increase their professional operational ability, and cultivate their research ability in identifying, analyzing and solving problems. The negative attitude of a minority of the students towards promotion of research-oriented teaching, especially the problem of systematic “glass ceiling” encountered in wide-spread promotion of the above mentioned teaching method, however, should be given adequate attention. It is desirable that the system problems of both the teaching side and learning side be solved through the construction and integration mechanism of the concerned parties.

Key words: “consumer behavior”, research-oriented teaching, construction, practice, evaluation