The proposition of the concept of “the scholarship of teaching and learning” leads to a new idea for the return of teach? ing status and functions, and also confirms the value of teaching as an academic research. However,“the scholarship of teaching and learning”, in practice, faces the risk of connotation alienation. At present, the connotation of “the scholarship of teaching and learn? ing” is generally alienated into the following four categories: excellent teaching; Combination of teaching and scientific research; Aca? demic teaching; Teaching and scientific research. The reason is the one - sided understanding of the teaching attributes of excellent u? niversities; Simple piling up of increasingly diversified educational goals; “the scholarship of teaching and learning”achievements are difficult to be measured, disclosed and evaluated; The excessive expansion of technological rationality in university teaching manage? ment. It is suggested to explore countermeasures from the four dimensions of “value pursuit - role positioning - organizational sup? port - institutional guarantee”.