In the past five years, the number and quality of research papers submitted by frontline teachers on teaching practice have significantly improved, thanks to the revision of curriculum standards and teacher training. However, teachers face confusion in the writing process, such as literature review, introduction of teaching practices, and effectiveness demonstration. The journal editor reflects on these issues and believes that a specialized framework is needed to help teachers organize content around showcasing and discussing innovative and exploratory teaching practices. This framework includes the reasons, ideas, arguments, lesson examples, teaching outcomes, and reflections for innovation, in order to solve teachers' writing difficulties and improve the quality of papers.