Objective：To explore the application effect of debate teaching in food toxicology teaching. Methods：Taking the chapter of mutagenic effect of exogenous chemicals in the course of food toxicology as an example

totally hygiene quarantine speciality undergraduate students from March 2015 to July 2016 in our school for the course of grade 2014 (n=37)

2013 (n=49) were selected as subjects and conducted debate teaching and traditional teaching comparison. The students of grade 2014 took the traditional teaching method as the control group

while the students of grade 2013 took the debate teaching method as the experimental group. After the teaching of two groups

quiz were used to evaluate the students' learning of this course. In addition

the students in the debate teaching group were investigated by the questionnaire of the students' satisfaction with the teaching method and the learning performance of the students in the teaching practice at the end of the quiz. The average scores of quiz were expressed as Mean±SD

the difference between the two groups was statistically analyzed by independent sample t test. The correct rate of each question and the results of questionnaire are expressed as percentage. Results：The theoretical results of the debate teaching group were significantly higher than those of the control group [(7.24±0.66) vs. (6.35±0.82)，t=5.575，P<0.0001]. A total of 49 questionnaires were issued by the debating teaching group

and the recovery rate was 100%

which was 49. The majority of students believed that debate teaching method not only increase their interest in the course of learning

but also improve the ability of students in all aspects

such as team cohesion

eloquence and courage

etc.. Conclusions：The application of debate teaching in food toxicology teaching is obviously superior to traditional teaching method and can also improve the students' ability of various aspects

which can be used in the future teaching.