First, teaching research is too utilitarian, not focusing on the practical problems in its own education and teaching, studying what is fashionable, following the trend first and then handling its own work.

Second, the research of the subject is not standardized, divorced from the educational and teaching practice, regardless of the complexity of educational practice, and mechanically copied the research methods such as experiment, observation and literature.

Third, the workload of teachers is too heavy, and they feel overwhelmed in the process of participating in teaching and scientific research.

4. Compared with teaching, scientific research brings more benefits and rewards to teachers. More and more teachers pay more attention to scientific research, which leads to scientific research usurping the role of moderator and weakening the central position of teaching. Scientific research, which should promote teaching, has a negative impact on improving teaching quality.

Teaching and scientific research complement each other.

Compared with the teaching process, the scientific research process has the characteristics of facing the unknown world, exploring unknown knowledge and solving practical problems, which is helpful to expand the quality structure of students and improve the quality of personnel training. Teaching activities cannot be divorced from the concrete discussion process of science, otherwise teaching will become an empty dogma transmission, binding people's potential, rather than respecting people's wisdom potential.

Global higher education has entered a new period of development. In addition to continuing to pursue characteristics and orientation in scientific research, the school pays more attention to the exploration of teaching contents, methods and technologies, the integration of majors, the combination of theoretical teaching and practical teaching, and the guidance and support of higher education to the economy and society.