The objectives of this study were to explore the scientific mode for research activities efficiently feedback teaching. Classroom teaching and research practice were paraelly conducted relying on the teaching implement of water acquisition and processing, and principles of hydrology of undergraduate teaching of hydrology and water resources engineering. So as to the close combination between classroom teaching and the research practice was achieved on the time scale. The results indicated that teaching effectiveness and students' interest in professional research activities were improved significantly, and was benefit for culturing the students' innovative thinking and ability. The results are expected to provide the references for constructing the scientific mode of research activity services the undergraduate teaching.