I. Significance and Urgency Throughout the world-renowned research universities, they have first-class research level and first-class teaching level. The international experience in the construction of first-class universities tells us that teaching is the foundation of establishing a school, scientific research is the strategy of strengthening a school, and teaching and scientific research complement each other. Therefore, improving the teaching level is the primary and fundamental problem to be solved in building a research university in China. The improvement of teaching level comes from good teachers and good style of study. The good teachers here not only study well, but also have a good teaching style as teachers. Teachers with good teaching style must be conscientious in teaching, be responsible for students, make students study solidly, take improving students' comprehensive quality as their own responsibility, be able to integrate cutting-edge knowledge and analytical methods into teaching in combination with reality, cultivate students' interest in learning, and enable students to continuously improve their learning ability and self-renewal ability. At the same time, a good style of study enables students to always maintain a strong enthusiasm for learning, study hard, listen to lectures carefully, try to master the course content, and actively study after class, thus forming good study habits and learning atmosphere. The style of study depends largely on the style of teaching. A good teaching style breeds a good study style of hard work, down-to-earth, striving for progress, seeking truth and being pragmatic; A bad teaching style is always conducive to a bad learning atmosphere of muddling along, not striving for progress and impetuous indulgence. Only a strict teacher can make a noble apprentice. If teachers can demand students with high standards, choose first-class textbooks, supplement after-class reading materials, assign homework regularly, and strengthen exams and tests, students will naturally take their studies seriously, study hard, digest teaching content, consult materials, complete homework and actively prepare for exams. Establishing good teaching style and study style is of great significance to the cultivation of students. Learning is not only the increase of knowledge stock, but also the improvement of students' autonomous learning ability and basic quality. It is necessary to cultivate students' methods and abilities to acquire and explore knowledge efficiently according to their own needs. Only with this ability of self-learning and self-renewal can our students have higher quality and actively face various challenges in the era of knowledge explosion. Although the knowledge in the textbook is limited and many contents are lagging behind, through solid course study and self-study, students' thinking methods and self-renewal ability can be cultivated, which will benefit them for life and make them competitive after leaving school. We require that the knowledge they have learned can only meet the needs of the existing market and jobs, but we also hope that they have the ability of self-renewal, self-learning and self-exploration of new knowledge, so that they can always stand at the forefront of knowledge progress. Even after 10 years, 20 years or even longer, it is still quite competitive. In this way, it is extremely important to improve the teaching style and study style. However, the quality of study style and teaching style largely depends on whether the design of school teaching management system and related rules and regulations is reasonable and whether the enthusiasm of teachers and students can be mobilized. Good teaching style leads to good study style, and good teaching system measures lead to good teaching style and study style, thus leading to good teaching quality. Improving teaching quality is not only important, but also urgent. At present, colleges and universities in China have generally carried out undergraduate teaching level evaluation, in which teaching quality is the key link. Moreover, with the deepening of cooperation between universities in China and foreign universities, the evaluation of the teaching quality of universities in China by foreign universities will affect the prospects of cooperation between Chinese and foreign universities and foreign views on higher education in China. Therefore, how to improve the teaching style and study style with practical systems and measures to ensure the teaching quality and confirm it to the outside world is our top priority. After years of efforts, although the teaching quality of many colleges and universities in China has been greatly improved, there is still a big gap compared with the actual needs and the requirements of building research universities. Second, the status quo and problems At present, many universities in China, especially the domestic colleges of arts and sciences, have many problems in teaching and teaching style, which need to be solved. These problems do not mean that the quality of our students and teachers is poor, but are largely caused by the incompleteness and irrationality of teaching requirements, teaching assessment system, teaching management system and related rules. First of all, the current teaching lacks a good teaching style and does not form a good professional spirit and job norms for teachers. It is reflected in teachers' low investment in teaching, single teaching method, rough curriculum design and lagging teaching content. More seriously, they basically take a laissez-faire attitude towards students, and usually only talk about themselves in class, ignoring the supervision and inspection of students' learning. Teachers' "teaching" and students' "learning" are out of touch with each other. Many courses, even the study of basic theory and specialized courses, do not give students homework and exams during the study period, allowing students to skip classes, even if homework is assigned, students do not hand it in. In the course study, most students often make a surprise study in the last week or two of the semester, and then go to the examination room to inquire about writing. After the exam, I basically forgot everything. Without a solid knowledge, of course, it will not help students to improve their self-renewal ability. This kind of "herding sheep" teaching directly leads to the low style of study. This situation largely stems from the lack of effective institutional guidance and encouragement. The most important thing is that our teaching lacks an effective assessment system, so it is difficult to directly monitor and assess teachers' teaching level. That is to say, many teaching assessments are soft indicators, not hard indicators, and it is difficult to reflect real problems. In the absence of effective evaluation, any measures to encourage teaching have no substantive effect. At present, what is doing better is "students' evaluation of teaching", which has certain pressure on teachers. However, the evaluation content is too abstract, which raises doubts, is not recognized by many teachers, and is difficult to be included in the formal assessment of teachers in many departments. In the absence of an effective evaluation system, teachers' teaching enthusiasm is restrained, which leads to the adverse selection of teaching style. Everyone only pays attention to not making mistakes, lacking teachers' sense of responsibility, initiative and innovative spirit. Secondly, through longitudinal comparison, we will find that for most college students, the college entrance examination is generally the culmination of hard work. Once students enter the university, their study efforts enter the second half of the parabola and continue to decline. Because there is no study pressure, most students' study efforts have been declining, and the fine tradition of studying hard formed in primary schools, junior high schools and senior high schools has gradually disappeared. This completely violates the objective law that the marginal cost of learning (that is, the degree of study effort) should be rising. Originally, with the increasing difficulty in mastering knowledge (undergraduate students are more difficult to learn than middle school students, master students are more difficult to learn than undergraduate students, and doctoral students are more difficult to learn), the learning stage after entering the university is the golden age of life learning (the most energetic, the strongest memory, the most active thinking, the most concentrated learning time, and no burden from work, family and society), and the degree of learning effort (that is, the marginal cost of learning) should remain unchanged. However, the actual situation is just the opposite. This decline in study effort shows the inefficiency of teaching level in colleges and universities, which leads to the strange phenomenon of "herding sheep" (but it is normal in China). Schools let students "herd sheep", but most students don't have the habit of studying hard. On the contrary, they are addicted to the freedom of the university, indulge themselves and spend quite a lot of time on the Internet, restaurants, karaoke bars, cafes and other entertainment time, instead of studying hard. Because China students have been studying under external supervision and pressure from primary school to middle school, they have no habit and atmosphere of autonomous learning. Once they enter the university, they will directly enter this teaching method that allows students to learn voluntarily. Without pressure, management and supervision, most students will inevitably indulge themselves, and if they don't study hard, universities will become gold-plated and mixed diplomas. Under the current educational environment in China, relying solely on students' own consciousness and market power can only be useful to a few students, but for most students, it will only harm others and themselves. This kind of study effort is like the continuous decline in the second half of a parabola, which shows the inefficiency of teaching output. For this phenomenon, our current teaching methods and management system are hard to blame, which also shows that our university system has problems to a great extent. These problems are not caused by the poor quality of our teachers and students and the low treatment of teachers. Fundamentally speaking, the author does not agree that "the lack of talents in colleges and universities" and "the low income of teachers" are the reasons for the poor teaching style. Teachers' responsibility is their duty to teach and educate people. Schools should strengthen their requirements. Shouldn't they be responsible for low income? Just after the Cultural Revolution, teachers' social status and income were much lower than now, but their teaching style was much better. The root of the poor style of study is largely due to the incompleteness and irrationality of teaching requirements, teaching assessment system, management system and related rules. It is our duty and responsibility to be responsible for students, let them learn solid knowledge and cultivate their self-renewal ability. This kind of style of study and teaching style, which is not commensurate with research universities, seriously restricts the improvement of teaching level and student quality in Chinese universities. In particular, many universities are actively introducing overseas talents and have formed good teaching styles and teachers' codes of conduct overseas. If there is no good institutional environment in China to encourage this kind of good teaching style, then they will eventually be assimilated by the current bad teaching style in China, leading to a decline in the effect of talent introduction. Therefore, in the introduction of talents, we should not only introduce people, but also create an actual corresponding institutional environment to encourage and guide people, so as to retain people and give full play to their role.