Chinese-style teaching research is rooted in a well-established culture of observation and introspection, in a tradition which has experienced two thousand years of permutations, leading up to the introduction of new perspectives from modern teaching. The essential characteristics of Chinese-style teaching research are founded in classroom practices, differing to some extent from purely rational introspection, leading to the formation of practice- and evidence-based action plans. Over the last sixty years or so, China's teaching research organizations for multiple stages of education have developed into a formidable, multi-tiered network without any neglected corners; in addition, the introduction of online management in recent years will certainly create even more space for innovation within the system of community learning for teachers. [This article was translated by Carissa Fletcher.]