《礼记·学记》有言:“是故学,然后知不足;教,然后知困。知不足,然后知自反也;知困,然后能自强也。故曰:教学相长也。”先师远在两千多年前就发出这样切中要綮、鞭辟入里的宏论,的确有筚路蓝缕、振聋发聩之功。逝者如斯。教学相长在今人似乎已达成无庸置疑的共识而无愧于先师。然而,现实并非完全如此,囿于一角、惑于一孔、陋于一书、障于一叶的现象确乎不是偶然。因此,本文在理论上虽属老调重弹,但又确非狗尾续貂。 一、教学与科研的双向互动关系 教学与科研的双向互动关系在前引《礼记·学记》的论言中已昭然若揭。教学与科研都是动态的过程,是一而二、二而一的关系。 教学在不断地进行,在进行的过程中,既有通衢 “Book of Rites School” has a saying: “It is so learning, and then lack of knowledge; teaching, and then know sleepy. Known deficiencies, and then know self-reliance also; know sleepy, and then able to self-improvement also. As far as more than two thousand years ago, the teacher sent out such a macro-theory that he wanted to cut his head and whip into it. Deceased It seems as if teaching has reached unquestionable consensus and is worthy of the first teacher. However, the reality is not exactly the case. It is hardly accidental that we should be confused in one corner and confused in a single book. Therefore, although the theory of this article is an important part of the rebound, but it is not a dog. First, the two-way interaction between teaching and research Teaching and research in the two-way interactive relationship in the former cited ”Book of Rites School" argument has been very clear. Teaching and research are dynamic processes, one and two, two and one relationship. Teaching is constantly carried out, in the process of carrying out, both thoroughfare