Abstract: Improving undergraduates'scientific research quality is an inevitable requirement for the connotative development of higher education. Classroom teaching should be the first place to cultivate scientific research quality. This paper expounds the specific steps and contents of the“task-driven + collaborative learning”flipped classroom teaching mode based on the improvement of scientific research literacy in the classroom teaching practice of third-grade liberal arts students. Practice has proved that the model not only plays a positive role in improving students’scientific research quality, but also creates a benign interaction platform between teachers and students and students, deepens the relationship of mutual trust, and has a positive effect on the whole course. This paper aims to make a useful exploration for the application of the flip classroom teaching model in the“scientific research quality + professional courses”for new liberal arts undergraduates and provide a new perspective for improving the quality of undergraduate training.

Key words: Flipped classroom, Task-driven, Collaborative learning, Scientific research quality, Liberal arts students, Teaching practice