Objective　To explore the impact of introducing cutting-edge scientific and technologi-cal literature into the general course of nutrition and health on the teaching effect. Methods　Undergrad-uates were divided into experimental group and control group

with 50 students per group. The views from top research papers

as a part of teaching substance

were introduced to experimental group but not control group. The results of studying were evaluated by quiz and team presentation

and the effects of teaching were evaluated by questionnaire. The data were analyzed by the statistic method of independent sample double t-test. Results　Statistical difference was found in average score between experiment group and control group [(54.40±5.47) vs. (47.96±4.29) in quiz

and (38.54±0.85) vs. (36.14±1.21) in team presentation

P=0.000]. Meanwhile

the score of questionnaire survey for interest

active thinking

studying effect

satisfaction and peer recommendation in experimental group were significantly higher than control group (P<0.05). Conclusion　The introduction of cutting-edge research papers in class helps students to be more thoughtful and creative

thus it is an effective way to improve the integrative quality of the under-graduates. In the selection of literature content

we should adopt topics that are close to life

so as to arouse students' interest in active learning.