课堂教学是中小学教师的主要工作任务，也是教师传授知识和技能的主要途径。已有的研究发现，不同经验的教师对于课堂教学相关的内容在知觉和加工上存在差异。但是这些研究主要基于主观报告和事后回忆，缺少对教师知觉和加工课堂场景的即时反应。研究借鉴了场景知觉研究的研究范式和理论假设，采用先进的眼动追踪技术，通过专家和新手对比的方式，探讨了不同经验教师对于课堂教学场景的知觉和注意分配。本研究探讨的核心问题是不同经验的教师在加工课堂场景知觉时是否会表现出差异？如果存在差异，那么他们的差异体现在课堂行为或活动的哪些方面？教师课堂场景知觉的差异是哪些经验或图式的不同导致的？研究采用课堂教学图片作为静态课堂教学场景，采用真实和模拟的课堂教学视频作为动态课堂教学场景，选取专家教师、新手和经验教师作为不同经验水平的被试，采用Tobii 1750 Eyetracker，让被试在比较自然的状态下观看课堂教学场景，并记录被试的眼动信息。通过3个研究和5个具体的实验，探讨了不同经验教师对于静态教学场景的知觉，以及对具体课堂教学活动的课堂场景知觉，考查了课堂教学过程中学生的课堂问题行为、位置因素对课堂场景知觉的影响，最后对实验相关的主观材料进行了分析，揭示了眼动注视差异背后的经验差异。通过这些具体的实验和研究，本研究得出了以下结论：1． 专家和新手在静态课堂教学场景上表现出不同的注视策略：专家的注视次数要多于新手；专家对教学图片采取的是认真观看的注视模式，而对非教学图片采取的是快速扫描的注视模式；专家对非教学图片的注视次数多于新手，总的注视时间也长于新手。2． 不同经验被试对于动态教学场景的总体评价没有差异；专家对总体课堂教学场景的注视次数多于新手，但是这种差异不够明显；专家对回答问题学生的关注要明显少于新手；相对于新手而言，专家对动态课堂教学场景的注视广度更大，他们能够更好地关注到整个课堂。3． 在加工课堂举手等待场景中的学生行为上，专家和经验教师对举手和问题行为给与了相同的关注，但是新手对于举手这种典型课堂行为的关注要明显大于问题行为。说明经验会影响被试对课堂教学场景中具体行为信息的提取和加工。4． 对不同类型的课堂问题行为对比发现，相对于经验教师和新手，专家对指向他人的课堂问题行为给与了更多的关注；三组被试对指向自己的课堂问题行为的注视没有表现出差异；专家对于典型课堂行为的关注要明显少于新手。5． 不同经验的教师对不同位置上学生的课堂问题行为表现出注视差异：对于四个角落里出现的学生课堂问题行为，专家教师对这些行为的关注都要明显多于新手；但是对于回答问题这样典型的课堂行为却出现了相反的趋势，专家和经验教师对回答问题的关注要明显少于新手。6． 课堂问题行为出现的前后位置对比发现，教师的教学经验和课堂问题行为出现的位置存在交互影响：专家对后排区域课堂问题行为的关注要明显多于新手；专家对后排区域课堂问题行为的总注视时间要长于前排区域；此外，专家在教学场景的注视次数、总注视时间、注视比率上都明显高于新手。7． 主观报告的分析发现，专家教师对教学场景的描述内容主要涉及学生的课堂行为和教师的教学策略，而新手则更多提及场景的具体内容和无关特征的描述；对于教学场景的建议，专家更多地强调课堂的共同参与，而新手更多地强调情感激励。8． 问卷调查发现，课堂教学过程中教师关注最多的行为是眼神和注意力，其次是举手和坐姿；能够引起教师关注的行为主要是走神、说话和多动；能够影响教师正常课堂教学的课堂行为表现主要为说话、关注和不服从。

Previous studies have shown that expert and novice teachers differ in many areas including perception, understanding of classroom teaching activities. However, these studies were limited by the use of traditional inquiry methods such as surveys, questionnaires, and observations, and failed to provide direct data in authentic situations. Researchers in scene perception have developed many paradigms to study the complicate scene perceptions. And many theories and models were constructed to explain scene perception. All of these could help to study teachers’ classroom teaching scenes perception. With the advance in eye-tracking technology, researchers in the current project were able to identify where and how teachers responded to visual cues presented in real classroom scenes. Eye movements and fixations of expert and novice teachers were recorded while they watched video clips. Expert teachers, experienced teachers were recruited from two famous primary schools in Beijing. Novices were all undergraduates or graduates recruited from Beijing Normal University. Two types of stimuli were constructed as classroom teaching scenes. The pictures of classroom teaching were static scenes, and classroom teaching video clips were dynamic scenes. All the participants were instructed to watch the pictures or video clips naturally. The eye movements were recorded by Tobii Eye tracker 1750 during the watching. Five experiments were conducted to find the differences among expert, experienced and novice teachers. In addition, the oral reports and survey were also analyzed to find the reasons why expert, experienced and novice teachers fixated differently. Results revealed different modes and strategies of eye fixation among expert, experienced teachers and novices. All the findings are as follows. First, experts gave more fixations than novice. Experts gave few fixations but long duration time on classroom teaching related pictures. Conversely, they gave more fixations but short duration time on non-classroom-teaching pictures. Experts paid more attention to non-classroom-teaching pictures than novices. Second, the main difference of eye movements on classroom teaching video clips was fixation number. Novices tended to focus more on the Area of Interest and attended less to other students. Experts could distribute their attention to other students and emphasize the attending of all the students. In addition, experts paid more attention to the non engaged students than experienced teachers and novices. Third, teachers with different experiences showed different eye movements on typical behavior and problem behavior of students. Experts and experienced teachers could equally distribute their fixation to typical behavior and problem behavior. But for the novices, they were only attracted by the typical behavior. Fourth, experts could notice the problem behavior that impact on other students. For the problem behaviors in isolation, all the participants could noticed that. Fifth, the locations of non engaged students or problem behaviors had impact on perception of classroom teaching scenes. Experts could pay more attention to the non engaged students at corners than novices. Sixth, the comparison of oral reports found that experts talked more about teaching related activities, for instance, students’ attention and teaching strategies. Novices talked more about static features of the video, for instance, detail of teaching and classroom settings. In general, experiences of teaching could influence attention distribution and eye fixations when perceiving classroom teaching scenes.These findings shed new light on the understanding of the cognitive processes of expert and novice teachers, and have important implications for teacher education and development.