Fostering students'scientific research ability not only needs the advanced theory,but also needs suitable indicating means. This paper systematicaly analyzed the thinking and behavior pattern of students before,after and during the whole course of research,and mainly summarized about teachers'important role in the fostering students'scientific research ability.

Objective To compare the volatile oil and constituent content in Pog ostemon cablin Benth. propagated by cuttage and tissue culture. Methods The vola tile oil assay of Chinese pharmacopoeia and GC-MS method were used. Results The volatile oil and constituent content of Pogostemon cablin Benth. reproduced by cuttage was 14.2 mL/kg and 81.31 %,respectively. The volatile oil and constituent content of Pogostemon cablin reproduced by tissue culture was 12.2 mL/kg and 82.98 %,respectively. Conclusion The volatile oil content and constituent content of Pogostemon cablin Benth. reproduced by tissue culture are similar to which reproduced by cuttage.

Objective To compare the effects of health education on fat intake behavior and its psychology in students with different BMI,provide evidence for improving individual healthy education.Methods A experimental epidemiology was used,Twenty-nine secondary school classes were randomly selected by multi-stage cluster sampling from two cities in Zhejiang province.Overweight or obesity group included all students who were judged overweight or obesity,normal group included students who were judged normal and basic matched by age,grade,sex and stage of baseline.Intervention based on transtheoretical mode was conducted on two groups and intervention results were measured by the adolescent fat intake behavior of psychological measurement scales (Chinese version).Chi-square tests,T-tests,non-parameters tests and binary logistic regression were performed for data analyses.Results Stage of students with overweight or obesity and with normal BMI all moved forward after intervention,while the proportion of stage advance for students with overweight or obesity was further than students with normal BMI.Change strategy(2.60±0.79),pros(3.58±0.90) and self-efficacy(3.01±0.72) of students with overweight or obesity better than students with normal BMI in baseline((2.34±0.86),(3.08±0.91),(2.79±0.81)) while difference was not significant after intervention.Logistic regression analysis discovered that the promotion of change strategy moved stage forward for students with normal BMI(OR=2.168,95％ CI:1.560-3.014)and promotion of self-efficiency moved stage forward for students with overweight or obesity (OR=1.801,95％ CI:1.026-3.159).Conclusion The intensity and duration of psychological intervention is essential to be reinforced for students with normal BMI,while for students with overweight and obesity,psychological intervention should be promoted in combination with social support.