Research-oriented learning means that students, who are under teacher’s instruction, learn by means of the way of research, and have their research consciousness, ability and spirit promoted as well. Compared with the traditional way of learning, research-oriented learning is a kind of learning that is based on research, it respects each student’s realistic life and emphasizes the cultivating of the student’s personality, fulfillment, self-learning and creativity. Totally, research-oriented learning takes problem-solving, experience, open and interaction as its characteristics. Training talents and developing sciences are two great missions of universities. Research-oriented learning can combine the two missions organically. Scientific research is a mission of university for its existence and development. Universities are the common bodies of teachers and students, but in fact the values of students’ research is neglected, research-oriented learning is a valid way to make undergraduates participate scientific research in universities and with the help of it, a learning system of a unit of “learner and researcher” can be constructed. and needs to construct a learning system of “learner-researcher”. Higher education’s value lies in training talents for both people themselves’ and society’s sake. With the values of “human-beings concentration”, higher education should promote the overall development of undergraduates, thus, this need to grant the freedom of learning to undergraduates. The era calls for creative talents, cultivating creative talents need creative education. Research-oriented learning can embody the freedom of learning of undergraduates, and it is a kind of integrated, optimized mode to train creative talents. Research-oriented learning is introduced into the teaching in universities, making both teachers and students become researchers, so it can unify teaching and learning in universities. Research-oriented learning has its own special target system, including cultivating students’ creative consciousness and creative ability, raising their ability to solve problem, developing their scientific attitudes and spirit, making them learn to cooperate and share and guiding them to concern the real world. The modes of research-oriented learning have two types: one is the mode based on teaching, the other is the independent mode. The former includes history tracing, case study and seminar, the latter includes project-based learning and problem-based learning. To take reseach-oriented learning into effect, we need various conditional supports, including the idea of education, the mode of teaching, teacher’s professional qualities and evaluation system. In the end, Tsing Hua’s case of research-oriented learning is described and analyzed.
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