Promoting a transformation in educational approaches through changes in teaching methods is a crucial task in deepening comprehensive education reform in the new era. Confronted with new opportunities and challenges, it is necessary to explore a “new teaching research” paradigm to address emerging issues in the context of new curricula, textbooks, and classroom practices. Rooted in the operational model of deep teaching research, this model seeks to enhance the quality and depth of teaching research activities through systematic design, standardized implementation, and quality evaluation. By focusing on the development and application of deep teaching research tools, this study analyzes teachers’ utilization of these tools in practice, interpretation of outcomes, and subsequent improvements in teaching research practices. These efforts have effectively promoted the refinement and advancement of the tools facilitating their regular application in teaching and research practice.