课堂是教师的“教”与学生的“学”最主要的场所，也是决定教育教学质量的关键，所以课堂一直以来都是教育研究者们关注的焦点。课堂上师生行为有很多种，其中最重要的莫过于师生对话，它是师生交流的主要方式。另外，教师信念也是近年学术界研究的热门话题，研究者们深入探讨教师信念对于教师行为的影响机制，试图全面剖析二者之间的联系，但在这些已有研究中，却很少涉及教师信念对师生对话行为的影响的相关研究，既然师生对话是课堂教学行为中一种关键行为，那么探究教师信念对它的影响就是有必要的，也是重要的。基于以上原因，本研究聚焦于教师信念对课堂师生对话的影响机制，希望从微观层面剖析二者之间的联系。 本研究选取初中4位教师的8节代数课堂的录像课作为研究对象，并通过观看录像转录文本的方式，结合相关文献，建立了一套课堂师生对话的编码体系。首先，根据教师信念问卷的作答结果对4位教师进行了分类，其中2位为“传统信念取向”，另外2位为“进步信念取向”。然后通过录像编码分析法，利用Nvivo 11软件分别对4位教师的8节录像课的转录文本进行编码，通过比较这两组教师和学生的提问、回答及反馈方式的使用频率，来分析教师信念对课堂师生对话的影响。 分析结果显示： 1.在教师提问-学生回答回合：（1）两种信念取向的教师提问开放性和认知水平均有所差异（2）教师信念取向对课堂提问认知水平结构上的影响主要体现在猜想探究环节中。（3）教师的设问方式会对学生回答的正确率产生影响。 2.在学生回答-教师反馈回合：（1）总的来说，传统信念取向的教师偏爱使用“澄清补充”这种反馈方式，而进步取向的教师更乐于使用“要求其他学生反馈”的方式。（2）具体到课堂的各个环节：情境引入环节和猜想探究环节，两类教师的反馈方式有明显差异，而归纳小结环节和课堂总结环节无明显差异。（3）特别的，当学生回答不完全正确时，不同信念取向的教师也表现出了不同的反馈方式，而且进步型教师在针对学生不完整作答和错误作答时，会对反馈方式有针对性的选择。 3.总体来看，不同信念取向的教师对于课堂各阶段设置的对话比例具有非常明显的差异：传统取向信念的教师将课堂对话的侧重点设置在“情境引入”与“归纳小结”两个环节上，而进步取向信念的教师则将课堂对话主要集中在“猜想探究”环节上。

Classroom is the most important place for teaching and "learning", and it is also the key to determining the quality of education. Therefore, the classroom has always been the focus of educational researchers. There are many kinds of behaviors between teacher and students in the classroom. The most important one is the dialogue. It is the main way of their communication. Teachers' questions, students' answers, and teachers' feedback are all part of a dialogue. In recent years, many researchers have focused their research on dialogues between teacher and students, such as teacher questions, teacher-relevant research, and so on. In addition, teacher beliefs are also a hot topic in academic research in recent years. Researchers have in-depth explored the mechanism of teacher beliefs on teacher behavior, trying to fully analyze the relationship between the two, but in these existing studies, the related research on the influence of belief on the dialogue behavior between teachers and students are rarely involved. Since teacher-student dialogue is a key behavior, it is necessary and important to explore the influence of teacher belief on it. Therefore, this study focuses on the influence mechanism of teacher belief on classroom teacher-student dialogue, and hopes to analyze the relationship between the two from the micro level. In this study, the video of the 8 algebra lessons of 4 junior high school teachers were selected as the research objects. By reading the video transcription texts and combining the relevant literatures, a coding system for classroom teacher-student dialogue was established. First, according to the results of the teacher-belief questionnaire, four teachers were classified and two of which were “traditional belief orientation” and the other two were “progressive belief orientation”. Then, through the method of video coding analysis, the transcript texts of the eight video lessons of the four teachers were encoded by Nvivo 11 software, and the results were statistically analyzed. The analysis results show: 1. Teacher's questioning: (1) There are differences between teachers' openness and cognitive level in the two belief orientations. (2) The influence of teacher belief orientation on the structure level of classroom questioning is mainly reflected in the conjecture inquiry. (3) The way the teacher asks questions will have an impact on the correct rate of student responses. 2. Teacher’s feedback: (1) In general, teachers with traditional belief orientation prefer to use the “clarification and supplement” feedback method, while progressive-oriented teachers are more willing to use the “asking other students to feedback” approach. (2) Specific to the various links of the classroom: the feedback methods of the two types of teachers are obviously different on the situational introduction link and the conjecture inquiry link, and there is no significant difference between the summary links. (3) In particular, when the students' responses are not completely correct, the teachers with different belief orientations also show different feedback methods, and the progressive teachers are targeted to the feedback methods when students have incomplete answers and mistakes. 3. Overall, teachers with different belief orientations are different in the proportion of dialogues set: teachers with traditional orientation beliefs set the focus of classroom dialogues on the two aspects of “situation introduction” and “induction summary”. On the other hand, teachers who are progressively oriented beliefs focus on the “guess exploration” link.