教师的课堂教学行为影响课堂教学的质量。为了提高教师的课堂教学质量，促进其专业发展，本研究采用质性研究取向和个案研究策略，运用文献分析法、德尔菲法、录像分析法、统计分析法、比较研究法等具体的研究方法，对新手型、熟手型和专家型三位语文教师课堂教学行为的特点及其异同进行分析。

本研究选择“教学行为对”和“教学行为链”概念及其分类作为分析框架的原型，反复修改，经专家认证后确定为语文教师课堂教学行为分析框架。根据分析框架，研究者对三位教师的《湖心亭看雪》一课进行观察分析，统计出各类型“教学行为对”“教学行为链”的频次和时长，进而分析三位教师课堂教学行为的特点。在此基础上，对三位教师课堂教学行为的特点进行比较，以分析三位教师课堂教学行为特点的异同，希望能够整体把握不同专业发展阶段八年级语文教师课堂教学行为的规律。

经过分析比较，本研究的主要结论包括：

新手型教师最注重教师的课堂主导性，忽视学生的课堂主动性，熟手型教师在重视教师主导性的同时也不忽视学生的主动性，专家型教师更重视学生参与课堂活动的主动性。

新手型教师最注重讲述，熟手型教师更重视对学生作答的讲解或评价，只有专家型教师有对自己讲解或学生回答的总结，用心设计教学内容和安排教学环节。新手型教师重视学习任务的布置和评价，但轻视学习活动的引导，专家型教师任务布置不多，但重视学习活动的引导，熟手型教师表现适中。熟手型教师最重视学生的小组讨论交流，但熟手型教师和专家型教师组织的讨论是不恰当的，而新手型教师能够恰当开展讨论。

专家型教师最注重课堂提问，其次是新手型教师，但专家型教师提问质量较高，更重视训练学生思维的深刻性和灵活性，而熟手型教师更重视提问的落实。新手型教师和专家型教师在提问时重整体而轻个体（新手型教师尤甚），熟手型教师既重视学生整体的学习状态，也不忽视学生个体的学习提高。专家型教师最重视学生的思考，重视学生思维能力的训练和知识的自我建构。

新手型教师最注重以展示手段辅助教学，熟手型教师对PPT最为依赖，专家型老师影音资源使用不恰当。熟手型教师对待现代信息技术态度最为保守，新手型教师滥用网络资源，专家型教师能够化用网络资源。

三位教师都对教师示范朗读的重要性缺乏认识，阅读教学中都不关注学生的写作训练，不重视培养学生的问题意识和同伴互评学习能力。

Teachers' classroom teaching behaviors affect the quality of classroom teaching. In order to improve the quality of teachers' classroom teaching and promote their professional development, this study adopts qualitative research orientation and case study strategies, and uses specific research methods such as literature analysis, Delphi method, video analysis, statistical analysis, and comparative research method to analyze the characteristics and similarities and differences of classroom teaching behaviors of novice, experienced, and expert Chinese teachers.

The concept of " Instruction Behavior Pairs " and " Instruction Behavior Chain " and their classifications were chosen as the prototype of the analysis framework, which was repeatedly revised and certified by experts as the framework for analyzing Chinese teachers' classroom teaching behavior. According to the analysis framework, the researcher observed and analyzed the three teachers' classroom lesson "Watching Snow in the Mid-lake Pavilion" and counted the frequency and length of each type of " Instruction Behavior Pairs " and " Instruction Behavior Chain ", and then analyzed the characteristics of the three teachers' classroom teaching behaviors. On this basis, we compared the characteristics of the three teachers' classroom teaching behaviors in order to analyze the similarities and differences of the three teachers' classroom teaching behaviors, hoping to grasp the overall patterns of the classroom teaching behaviors of the eighth-grade Chinese teachers at different stages of professional development.

After analysis and comparison, the following are the main conclusions of this study:

The novice teacher focuses most on teacher dominance and neglect students' classroom initiatives, while the skilled teacher pays attention to teacher dominance without neglecting students' initiatives, and the expert teacher pays more attention to students' initiatives in participating in classroom activities.

The novice teacher pays most attention to narration, and the skilled teacher pays more attention to explaining or evaluating students' responses. Only the expert teacher has summaries of her own lectures or students' answers, designs teaching content and arranges teaching sessions with care. The novice teacher pays attention to the assignment and evaluation of learning tasks, but ignores the guidance of learning activities, while the expert teacher does not assign many tasks, but pays attention to the guidance of learning activities, and the skilled teacher performs moderately. The skilled teacher pays the most attention to students' discussion and communication in small groups, but the discussions organized by the skilled teacher and the expert teacher are inappropriate, while the novice teacher is able to conduct discussions appropriately.

The expert teacher pays the most attention to classroom questioning, followed by the novice teacher, but the expert teacher asks higher-quality questions and pays more attention to training students' profundity and flexibility of thinking, while the skilled teacher pays more attention to the implementation of questioning. The novice teacher and the expert teacher emphasize the whole class rather than the individual (especially the novice teacher), while the expert teacher pays attention to the overall learning status of the students and does not neglect the improvement of individual students' learning. The expert teacher places the greatest emphasis on student thinking and on the training of students' thinking skills and the self-construction of knowledge.

The novice teacher pays the most attention to teaching by means of presentation, and the skilled teacher relies most on PPT, and the expert teacher uses audio and video resources inappropriately. The skilled teacher holds the most conservative attitude towards modern information technology, and the novice teacher misuses the Internet resources, and the expert teacher is able to use the Internet resources flexibly.

All three teachers lack awareness of the importance of teacher modeling of reading aloud, and none of them pays attention to students' writing training in reading instruction, or to developing students' awareness of questions and peer-assessment learning skills.