As we all know, lecturers in the field of training can be roughly divided into two categories: practical and academic. For a long time, there has been a phenomenon that the good and the bad are mixed, and at the same time, there is a phenomenon that "scholars despise each other" to a certain extent. In fact, as a trainer, a routine opening remark is to let students have an empty cup mentality and open learning. As our trainers themselves, shouldn't we start from ourselves and learn openly? I know that our trainers are a group of people who love learning. What I want to say today is "How about the academic school and the practical school". I often hear some trainers say: We are practical! It sounds as if the actual combat school is superior to the academic school, but it is not necessarily! There is a saying: "No matter how good a lecturer is, there will be flaws, and even the worst lecturer has some merits." So all we have to do is learn from each other and know how and what to learn. I think we can complement each other in the following four aspects: 1. On the theoretical and cultural basis, academic lecturers have a professional background, a profound theoretical and cultural foundation, and read a lot of cutting-edge information on campus; The actual combat school is based on practice, and all theories come from refining, or "takenism", lacking a deep understanding and mastery of the theoretical basis. Therefore, I suggest that the actual combat school should learn this from the academic school and improve its theoretical literacy. The deeper the internal strength, the more wonderful the external presentation. 2. In the course content design, the course content of some practical lecturers is a combination of point and surface, or just patchwork, lacking internal and systematic logic. At this point, the academic school has a slight advantage, and their curriculum design is clear and logical. Therefore, we practical school might as well learn this from academic school: pay attention to the inside line in curriculum design and strive for perfection. The clearer the inside line, the easier it is to understand the outside line. 3. In the selection of actual cases, most of the actual teachers have practical experience, and there are many practical experiences. The selection of cases comes from practice and is closer to the current situation of customers, so that students can be directly inspired by cases and get effective methods and apply them to practice; However, the case of academic lecturers is slightly inferior in pertinence and innovation, and it is not easy to connect with reality, so academic lecturers can learn from the actual combat school and make a little effort in this regard. The closer the case is to reality, the more it can support students. 4. In terms of classroom atmosphere mobilization, practical lecturers are very careful in the design of classroom atmosphere mobilization and interactive links, and the active design of on-site atmosphere can give full play to the advantages of experiential learning, so that students can experience and experience learning in learning, which is more in line with the characteristics of adult learning. Academics pay little attention to this point. The more interaction, the greater the gain. There are many ways to learn. Listening to a peer's class is also a kind of learning, but the trainer learns not only the course content, but also the lecturer's personal accomplishment, teaching style, course design and sharing with students. The demand for training in China is on the rise. I hope that all my colleagues, whether academically or practically, will start from themselves, learn openly, learn from others and contribute the best courses to our students!