Abstract: The traditional “teaching-learning” model primarily relies on teacher-centered instruction, where students passively acquire knowledge without opportunities to verify scientific hypotheses, thereby impeding the development of innovative thinking and skills. The “teaching-learning-application” model was adopted to integrate the topic of “environment and health” into undergraduate teaching of laboratory animal science. The course focused on the pathogenesis of cancers, diabetes, arteriosclerosis and other diseases caused by heavy metal cadmium and lead pollution, and the construction methods of related animal pathological models. The course guided students to explore scientific issues related to the topic of “environment and health”, applying acquired knowledge to formulate scientific hypotheses and designing their original experimental protocols. The experimental plan was discussed between teacher and students, and scientific hypotheses were verified through group experiments. Compared with the “teaching-learning” model, the “teaching-learning-application” model significantly improved students’ subjective initiative, evidenced by a significant increase in the proportion of students who actively search for literature, conduct experimental plan discussions, and propose scientific hypotheses after class. Assessment data demonstrated significant improvement in students’ ability to optimize experimental plans, address scientific problems, collaborate effectively, and verify scientific hypotheses. Several student-generated hypotheses were subsequently validated by international researchers. Integrating the topic of “environment and health” into undergraduate teaching of laboratory animal science and adopting the “teaching-learning-application” model can effectively enhance students’ subjective initiative and innovative thinking and ability of independent exploration, aligning with the national requirements for cultivating innovative talents.

Key words: “teaching-learning-application” mode, environment and health, exploration of teaching reform, subjective initiative, innovation ability development