男女两性在语言和交流等方面存在性别差异已得到证实。教育领域存在性别差异现象也已证实，而且已有研究表明教师性别对中小学阶段的学生有影响。所以从理论上来说，高中数学教师在课堂师生语言互动上也应该存在性别差异。但是国内一直缺乏对这一理论的实证研究和相关分析。本研究的主要目的就是对高中数学教师在课堂师生语言互动上存在性别差异进行实证。近些年，国内对数学课堂师生语言互动研究日益重视，相关研究逐渐丰富，补充和完善这一话题具有一定的现实意义。 本研究首先基于大量的文献研究，得到高中数学教师在课堂师生语言互动上存在性别差异这一理论判断。在此基础上，在一线教学环境的前提下收集相似条件的高中数学课堂教学样本，利用弗兰德斯互动分析系统讨论样本中的男教师和女教师在课堂师生语言互动上的特点，通过对比分析找到男、女教师的差异性，从而提供一定的实例论证。 研究的结果是，通过三组相似样本的数据分析，发现高中男、女数学教师在课堂语言的构成比例、教师控制倾向、师生问答特征、稳定状态四个方面存在差异性。并且部分差异性在相关文献中也有提及，这在一定程度上提高了结果的可靠性。这些结论为高中数学教师在课堂师生语言互动上存在性别差异提供实证，研究还借此对一般的差异性表现提出推测。

Sex differences in the language and communication between men and women have been confirmed. Sex differences in education have also been confirmed. And studies have shown that the sex of teachers has an impact on pupils in primary and secondary schools. Therefore, high school mathematics teachers should also have sex differences in classroom teacher-student conversational interaction in theory. However, there has been a lack of empirical research and relevant analysis on this theory in China. The main purpose of this study is to make an empirical study of sex differences of high school mathematics teachers in classroom teacher-student conversational interaction. In recent years, more and more attention has been paid to the study of teacher-student interaction in mathematics classroom in China, and the related research has been enriched gradually. So there will be a certain practical significance to complement and perfect this topic. Based on a large number of literature studies, this study first obtained the theoretical judgment that there are sex differences of high school mathematics teachers in classroom teacher-student conversational interaction. On this basis, this study collects high school mathematics classroom teaching samples with similar conditions under the premise of first-line teaching environment, and discuss the characteristics of classroom teacher-student conversational interaction between male and female teachers by Flanders Interaction Analysis System. And then this study provides some examples for demonstration through finding the differences between male and female teachers. The result shows that there are differences between male and female high school mathematics teachers in four aspects: the proportion of classroom language, the tendency of teacher control, the characteristics of teacher-student question-and-answer, and the stable state. And some differences are also mentioned in the relevant literature, which improves the reliability of the results to some extent. These conclusions provide empirical evidence for sex differences of high school mathematics teachers in classroom teacher-student conversational interaction, and provide some guesses about the general sex differences.