The teaching process is an activity process in which teachers and students participate together. In this process, students are the main body of learning activities, and teachers play a guiding and guiding role in students' understanding of objects. Students' learning needs the organization and guidance of teachers to proceed smoothly. However, students' mastery of knowledge, the development of cognitive ability, the formation of moral quality and world outlook must and can only be achieved through their conscious and active efforts, and teachers can't do all this. Of course, students have learning needs, but in order to give full play to this demand continuously, teachers also need effective inspiration and correct guidance. This kind of interaction, function and restriction between teachers and students in the teaching process is the basic feature that distinguishes the teaching cognitive process from any other cognitive process. Teaching practice has proved that correctly understanding and handling the relationship between teaching and learning is the premise of promoting the continuous progress of teaching process and improving teaching quality.

Theoretically speaking, teachers' teaching is an external cause, students' learning is an internal cause, and external causes must work through internal causes. It is not unimportant to say that the role of teachers is an external cause. As we know, external factors are the conditions to promote things to change, and internal factors are the basis of change. External factors can sometimes play a very important role in the change of things, and even play a decisive role under certain conditions. In order to give full play to the role of external factors, teachers should respect students and regard them as lively, unique, enterprising and creative explorers. It is also necessary to study the law of students' learning, give full play to students' initiative, and realize the unity of teaching and learning, known and unknown, learning and research in the process of students' cognition. As far as students are concerned, the process of students seeking knowledge is basically the same as that of scientists exploring the unknown. Of course, this does not mean that the two are equal, nor does it mean that students have to repeat the detours that their predecessors have taken. But under the guidance of teachers, students do it themselves, use their brains, speak for themselves, and observe, experiment, record, sort out, compare, summarize and analyze themselves, so that the knowledge gained is true and meaningful. Only in this way can students' ability and will be fully developed.

The contradiction between "teaching" and "learning" is in the process of continuous development and change. With the strengthening of students' learning initiative and the development of learning habits and learning ability, the weight, content and methods of teachers' guiding role should also be changed accordingly, so as to promote students' learning level and by going up one flight of stairs.