| In the contemporary era, the growth of knowledge quickly, industrial restructuring and the emergence of a large number of new jobs, which require the education and training of personnel must have the sense of initiative, innovation and take the initiative to acquire knowledge and independent analysis and problem-solving abilities. Research universities shoulder training a large number of innovative talents in the high-level mission of undergraduate teaching and research universities are directly related to the large number of high-level innovative talent. What this times need research university teaching is the transfer from "instruction" to "study", from "passiveness" to "activeness". And the key to achieving this transformation in the research of the University research study.Starting from the concept of research-based learning, this thesis argues research-based learning is an activity, through resemble cognitive ways, to discover and rediscover knowledge and during this process to form research qualities and abilities to innovate. The argument was based on an analysis of research-based learning from theories of philosophy, psychology and pedagogy. In research universities, research-based learning stands for an idea of teaching, in the mean time, which is a mode of learning. Next, the importance and advantages for conducting research-based learning in research universities were analyzed. Further, the modes of conducting research-based learning in MIT and California Berkeley——Undergraduate Research Opportunity Program(UROP)and Undergraduate Research Apprenticeship Program (URAP) were introduced and analyzed. By generalizing their successful experiences and insuring systems, and combing the practice of Student Research Training Program (SRTP), the existing problems and causes were put out. In the end, on the basis of analysis and discussion of that three cases, the morals to conducting research-based learning in research universities was concluded and suggestions were given.
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