Preventive medicine is a highly practical vocation; the students majoring in this major should be trained with abilities of active learning and flexible applying.Nowadays,the main teaching methods in many colleges and universities were assigning homework,communicating on the internet and posing questions in the class,which were only taught by the teacher.The promotion model may promote the knowledge application for the students,with the heuristic teaching in the class based on the virtual or scenic status,practice in scientific research,social service and experiments in the real sites.Through promotion model,students can combine the theoretical knowledge with the reality,learn creatively and apply the knowledge flexibly.

Applying scientific literature in the teaching of nutrition and food hygiene is neces-sary. It can not only deepen students' understanding of the course and improve students' English level and scientific research ability, but also can improve teachers' professional skill. To improve the effi-ciency of teaching, teachers should choose literature close to the course and pay attention to selecting review literature and English literature. Textbook should be principal line of study during the teach-ing. Teachers should control the number and timing of explaining literature and grasp the complexity of literature. In order to facilitate students' understanding, teachers should make full use of related figures and tables.

Objective: To learn the effect of the acquisition pattern of nutritional knowledge on food collocation among the university students, and to provide a reference for conducting college students to acquire right nutritional knowledge, establish a good diet habit, and improve their mental and physical health. Methods: Totally 1 697 students were selected from 2 universities in Jiangsu Province with the random clustering method after the informed consent. It was investigated with anonymous questionnaire for the source of nutritional knowledge, the knowledge about food collocation, the consideration during food collocation and the food collocation behavior. The sources of nutrition knowledge were then sorted into different patterns by factor analysis. The influence of each pattern on the food collocation was analyzed. Results: The main patterns for nutritional knowledge of the students were net-media, book-net, companion, family and private experience. The correct rate was higher in the students who gained knowledge from book-net pattern (71.8%) than that of the other patterns. The proportion was significantly higher for the consideration of nutrition(95.0%), the collocation between foods with different colors (58.1%)or between the cereals and soybeans(70.6%)in the book-net pattern than that in the companion(83.7%,48.4%,55.9%), family(85.9%,41.7%,49.0%)or private experience(53.3%,31.1%,37.8%)pattern, but the rate of food collocation according to price was relatively lower(76.0%). The proportion was significantly higher for consideration about nutrition(92.2%)during food collocation in the net-media pattern than that in the private experience(53.3%)or companion(83.7%) pattern, and the proportion was higher for the consideration of characteristics of food in various colors(73.8%) than that in the other patterns, too; however, the proportion of consideration for economy(87.7%)was also significantly higher, and the proportion was obviously higher in the net-media pattern for the collocation between grains and flours(67.5%), food with different colors(70.8%), while the proportion was significantly higher in the net-media pattern for the collocation between cereals and soybeans(72.3%)than that in the companion(55.9%), family(49.0%)or private experience(37.8%) patterns, but the proportion was also obviously higher in the net-media pattern for the collocation according to the price(83.4%) than that in the family pattern(71.8%). Conclusion The book-net pattern can rationally lead the students to make reasonable food collocation.