For a long time,there have been controversies in the studies over the relationship between teaching and research:they are co-existed,conflicted or non-relevant.In order to clarify the relationship between them,the study reviewed the domestic and foreign empirical literature after 1960s,and analyzed the relationship between teaching and research from four dimensions:the cognitive belief of the relation-ship,the time and energy distribution of teaching and research,the interaction mechanism of teaching and research,and the relationship between teaching effects and research outputs.It was found that the majori-ty of teaching staff believed that the unity of teaching and research was the basic conception in university education;teaching and research were connected with each other at knowledge,personal,and organiza-tional levels;although there was conflict on time and energy distribution,the time devoted to research did not affect teaching and most of the time spent on research came from the time outside of work;the degree and pattern of connection between teaching and research were different in terms of student levels and sub-j ects;there was no correlation between teaching staff research performance and student ratings of teach-ing,but there were high correlations between teaching staff’s research accomplishment and students’per-formance.%长期以来，关于教学与科研关系的研究，一直存在共生、冲突和无关的争论。为了厘清二者之间的真实关系，选取20世纪60年代后国内外实证文献作为分析对象，分别从教学与科研关系的观念认知、教学与科研的时间和精力分配、教学与科研的相互作用机制、教学效果与科研产出之间的关系等四个维度进行分析。结果发现教学与科研相统一作为大学教育的基本理念，仍是大部分教师的主要观念，教学与科研在知识、个体和组织多个层面上相互联系；二者在时间和精力分配上有冲突，但科研对教学并不存在等量挤占效应，增加的时间主要来自工作之外的其他时间；在不同学生层次和学科之间，教学与科研结合的程度和方式也不相同；教师科学研究与学生评教结果无关，但与学生培养质量之间存在正相关。
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