However, experts believe that China's teaching thought has also experienced the development track of "learning-teaching-learning", and the traditional educational discourse is centered on "learning". For example, in the Analects of Confucius, the word "learning" appeared 64 times, while the word "teaching" only appeared 7 times. The Analects of Confucius began with learning, China's first monograph devoted to education was learning, Xunzi's first one was to persuade learning, and so on. Since Kailov introduced pedagogy, China has formed an educational method system centered on "teaching". Since the new curriculum reform, the teaching concept of emphasizing children's learning subjectivity and taking "learning" as the center has received renewed attention. Teachers should not only repeatedly use the knowledge and skills they mastered as students and the subject knowledge and teaching skills they learned after taking office, but also be able to adapt to the reality of children with multicultural and social backgrounds, keep up with the ever-changing educational academic knowledge, and become knowledge explorers and lifelong learners.
Manabu Sato defines the ability as a "learning expert", that is, "the ability of a teacher = the ability of a skilled craftsman+the ability of an education expert", which has three basic characteristics:
First, the skill of a skilled craftsman = the skill and reserve of artistic creation (pride) = the ability to learn while watching based on imitation (apprenticeship learning).
Second, the ability of experts = intellectual judgment, ethical self-discipline = unity of theory and practice = based on inquiry and experience = case analysis.
Third, the importance of teachers' "learning community". The construction of colleagues combines the characteristics of skilled doctors (meticulous) with the essence of professionalism (intellectuality and responsibility).
The growth of teachers depends on the practice of classroom research, and "case study" is the basic way of classroom research.