The rail transit bridge curriculum was taken as the platform during three-year teaching experience to explore four heuristic teaching modes: narrating development histories of theories, questioning current terms of specifications, summing up of lessons from engineering practices and introducing innovation applications. These proposed teaching modes can make up for the problem of insufficiency devotion on teaching in research universities. However, these teaching modes require the teachers should have much higher research level and more powerful ability to control the classroom. Thus they need to be improved in long-term teaching practice for achieving better effect.