Scientific research is the source of teaching. Without the support of scientific research, college classroom teaching will lose its soul. Qian Weichang, a famous scientist, once pointed out: "Teaching without scientific research is education without opinions". Teachers with high scientific research level are bound to think deeply and thoroughly about the teaching content, grasp the knowledge more accurately, make teaching easier, and help students learn and understand. Moreover, the emphasis on scientific research enables teachers to enrich the cutting-edge academic achievements into their own classrooms in time, bridging the "gap" between the original curriculum knowledge and the latest research, which will greatly attract students' interest in learning. In addition, the promotion of scientific research to teaching is not limited to the teaching content. In the university classroom, the influence of scholar-type teachers on students is more their way of thinking, rigorous scientific research attitude and hard-working spirit.

Teaching is the "invisible force" of scientific research. Without paying attention to teaching, teachers may lose the opportunity to improve their scientific research level. Many teachers think that attending classes, preparing lessons and correcting students' homework will take up time and energy in scientific research and invest too much, which is "harmful and useless" to the development of scientific research. In fact, to give students a glass of water, teachers have to have a bucket of water, and high-quality teaching will effectively promote teachers' scientific research work. Teachers must have profound knowledge and broad vision, which will help broaden the ideas and fields of scientific research. In the process of preparing lessons carefully, teachers need to read a lot of research materials related to the course, which will prompt teachers to think deeply about professional issues. In addition, teachers should never ignore the role of mutual inspiration between teachers and students in the classroom. Perhaps in the process of discussing with students, teachers will get new inspiration for scientific research. Therefore, teaching can become a powerful driving force for scientific research.

Young university teachers can neither "float" in teaching and ignore scientific research, nor "sink" in scientific research and give up teaching, nor complain blindly when faced with double pressure. Instead, we should establish confidence, fully understand the internal relationship between teaching and scientific research, truly implement this "relationship" in daily teaching and scientific research, and become a research-oriented teacher.