With the advancement of educational information technology, video-based analysis methods for classroom instruction have become increasingly essential in educational research, profoundly transforming researchers’ epistemological perspectives and yielding positive outcomes. Nonetheless, from a school-based research perspective, these methods face several challenges, primarily manifested as a tension between scientific rigor and authenticity, a tendency to prioritize theoretical constructs over practical operability, and a shift from appropriateness to a research-driven orientation. Within a school-based research framework, classroom teaching video analysis emphasizes mesoscale and microscale instructional issues, integrating practicality with operational feasibility, bridging routine teaching and research activities, and fostering collaborative research communities comprising both professional researchers and front-line educators. The operational process can be structured into three key steps: selecting representative video segments, conducting qualitative analysis of these segments, and abstracting practical teaching theories for broader application.