课堂教学是一种目的性和意识性较强的活动，教师通过课堂教学使学生掌握学科知识、思想方法。 本研究选取呼和浩特市某高中两位数学教师为研究对象，采用文献法、观察法、比较法、访谈法等研究方法，通过分析录像课对新授课《圆的一般方程》、《利用导数研究函数单调性》，一轮复习课《基本不等式》进行比较，对比二者在教学目标、教学过程的差异，找到新教师的薄弱环节，提出合理的改进建议，帮助新手教师尽快成长为一名专家教师。 对比二者课堂实录，发现差异如下：1.新手教师更善于使用多媒体辅助教学，上课更富有激情；2.在教学目标方面，新手教师注重“教”的过程，知识点以罗列的形式呈现，缺少对知识的归纳整合；专家教师注重学生“学”的成效；3.在概念复习方面，专家教师更能根据知识特征决定内容的呈现形式，新手教师侧重“学生回顾→教师强调”，专家教师侧重“学生回顾→教师整合”；4.在课堂提问方面，专家教师多使用“推理”、“创造”性的题目推进课堂，学生自主操作的时间较多，善于以“追问”的方式引发学生思考，新手教师的课堂提问多为“机械”性，学生自主操作时间较少；5.在数学化表述方面，专家教师语言精准、重点突出；6.在例习题处理方面，专家教师所选例题有梯度有广度，善于通过变式培养学生对题目模式识别能力，讲解时注重对题目的分析以及思想方法的总结提升，新手教师多为机械性练习；7.新手教师认为提高教学能力的途径是多看专著多听课多做题，专家教师认为除了多学习以外，更重要的是对自己教学的反思，提高自身的学科素养，掌握数学思想。 基于专家教师和新手教师之间的差距，我们对新手教师提出如下建议：1.用“教”的观点进行教学；2.多看数学教育专著和解题研究，提高学科素养改善数学教学观；3.备课时多思考，多问“为什么”、“怎么做”；4.结合学情，观察学生课堂上的反应组织教学；5.课后对教学目标以及课堂教学中的成功与不足进行反思和整理。

Classroom teaching is a kind of purposeful and conscious activity. Teachers can master the subject knowledge and thinking method through classroom teaching. This study selected two Hohhot in a high school mathematics teachers as the research object, using literature method, observation method, comparison method, interview method and other research methods, through the analysis of video lesson on the new teaching the general equation of the circle, the derivative research function monotonicity, round recitation "basic inequality" compare, compare the difference in the teaching goal, teaching process, to find the weak link of new teachers, put forward reasonable Suggestions for improvement, to help novice teachers grow up to be an expert as soon as possible. Contrast the classroom activity, found that the differences are as follows: 1. Novice teachers are better at using multimedia assisted teaching and are more passionate in class; 2. 2. In terms of teaching objectives, novice teachers pay attention to the process of "teaching", and the knowledge points are presented in the form of listing, lacking the induction and integration of knowledge; Expert teachers pay attention to the results of students' "learning"; 3. In terms of concept review, expert teachers are more able to determine the form of content presentation according to the characteristics of knowledge. Novice teachers focus on "student review -- teacher emphasis", while expert teachers focus on "student review -- teacher integration". 4. In terms of classroom questioning, expert teachers mostly use "reasoning" and "creative" questions to promote classroom teaching. Students have more time to operate independently and are good at triggering students' thinking by "questioning". 5. In terms of classroom language, expert teachers have precise, mathematical and prominent language; 6. In terms of the key and difficult points in teaching, expert teachers are good at determining the key and difficult points according to the curriculum standards and learning conditions, and formulating teaching strategies to highlight the key points and break through the difficult points. Novice teachers often use reference books to grasp the key and difficult points, so theory and practice cannot be well combined. 7. In terms of the processing of example exercises, the examples selected by expert teachers have gradient and breadth. They are good at cultivating students' ability to recognize the patterns of the questions through variation. 8. In terms of the presentation of blackboard writing, the blackboard writing of expert teachers is more clear and neat, with prominent emphasis in the new teaching and reticular structure of knowledge in the review class; 9. Novice teachers believe that the way to improve teaching ability is to read more monographs, listen to more lectures and do more exercises. Expert teachers believe that in addition to learning more, what is more important is to reflect on their own teaching, improve their discipline quality and master mathematical thinking.