Abstract: In the current process of talent cultivation in biology majors, some challenges like teaching content that lags behind the forefront of scientific research, instructional models that deviate from the principles of effective knowledge transmission, and evaluation systems that lack dimensions reflecting scientific innovation. As a strategy of tackling challenges, the Genetic Engineering teaching team, drawing on theoretical analysis and extensive teaching practice, has explored a reform of the instructional model from the perspective of integrating theory with practice. This effort led to the development of a research-oriented teaching model characterized by four iterative stages: knowledge instruction, thinking exercises, practical operation, and feedback evaluation. This model is grounded in five core elements of scientific thinking: criticality, coherence, simplicity, logic, and integrity. Implementation follows the four-step framework, emphasizing structured knowledge delivery, cultivation of analytical thinking, hands-on experimentation, and comprehensive feedback. After one semester of application, it was found that through reconstructed knowledge systems, immersive simulations of research contexts, realistic problem-solving of technical bottlenecks and all-round feedback, this teaching model effectively fosters scientific thinking among both instructors and students, significantly enhances students' scientific research capabilities and improves overall teaching effectiveness.

Key words: integrating theory and practice, scientific research-oriented teaching model, teaching reform, scientific research thinking ability