Abstract: The subject-oriented knowledge system and the problem-solving teaching model prevent the students from playing an active role as knowledge constructors. In the teaching practice of Engineering Thermodynamics and Heat Transfer, we combine the interactive-heuristic teaching model and two research-orientated teaching modes according to the curriculum requirements of each chapter of the text book. Students are encouraged to think independently and actively and to explore the latest development in scientific and technological frontiers in related research fields through autonomous and exploratory learning, to analyze and solve practical engineering problems, and to put forward innovative ideas. With the mechanism of affective education,interest actuation and scientific evaluation,this combined teaching model has fully exerted students' active role and has improved their higher order thinking. Besides, this mode has played a positive role in the training of students' self-cognition, self-affirmation and self-motivation.

Key words: teaching reform, Engineering Thermodynamics, Heat Transfer, research-based teaching, interactive heuristic teaching