2011年新修订的《全日制义务教育数学课程标准》指出“教学活动是师生积极参与、交往互动、共同发展的过程。有效的教学活动是学生学与教师教的统一，学生是学习的主体，教师是学习的组织者、引导者与合作者。”深入思考，不难发现其对数学教师的要求明显提高，教师需要与学生进行有效的课堂对话，教师的教与学生的学相统一，在对话中促进学生对于知识本质的理解，在动态的交流讨论中达成共识。本研究中选取具有代表性的北京市专家型和新手型小学数学教师各8名作为研究对象，具体的观察形式为采用同课异构的方式，两位教师讲授同一节内容，听取8节平行课，总共16节课。从课堂对话时间、教师提问问题类型、教师反馈类型、课堂对话评价主体、学生课堂对话参与度五个维度来比较两类教师课堂对话特点的差异，并结合课堂录像及教学实录进行编码统计，比较编码各个维度下二者的差异。发现：（1）课堂对话时间上：新手教师讲授的时间要远高于专家教师。专家教师课堂反馈时间和学生的反应时间要高于新手教师；（2）课堂提问问题类型：在高水平的分析、综合问题类型上，专家教师要显著高于新手教师。在低水平的理解型问题上，新手教师高于专家教师；（3）教师反馈类型：专家教师倾向于运用多种反馈类型对学生予以评价，对于高认知水平的问题的学生回答的反馈主要是利用学生的想法深入，并能对学生的回答进行深入引导和挖掘。学生主动提问时，专家教师能够利用学生想法深入，新手教师更多忽视无反馈或直接给出答案；（4）课堂对话评价主体：专家教师更多通过师生共同来评价，而新手教师更多通过教师单方面来评价学生的回答是否正确； （5）学生课堂对话参与度：在学生参与状态，参与广度、参与方式、参与质量上，专家教师课堂要优于新手教师，且能促成生生互动，生成新资源。

In 2011 the newly revised "full-time compulsory education mathematics curriculum standard" , mathematics curriculum basic idea pointing that "teaching is the active participation of teachers and students, interaction, and common development process. Effective teaching is the students and teachers, the students are the learning subject, teachers are the study organizer, guide and the collaborator." Thinking deeply, it is not difficult to find that the new curriculum improves requirements for math teachers. Teachers need to carry out effective classroom dialogue with students, teachers and students of unity, promoting students' understanding of the nature of knowledge, to reach a consensus in the dynamic conversation.This study selects 8 expert and 8 novice primary school math teachers in Beijing as the research object who are representative . The form of observation is the two teachers teaching the same konwledge in different classes. Listen to 8 parallel classes, a total of 16 classes. I will compare the two kinds of teachers' classroom dialogue characteristic differences from the following five dimensions: dialogue time in a class, teachers' questioning type , teacher feedback type, the valuator of class dialogue , the students participation ,combined with teaching video record and coding statistics. By encoding statistics, I found that :(1) The time of class diologue: The novice teachers’ teaching time is much higher than the expert teacher. The expert teacher is far higher than the novice teacher in teachers’ feedback time and students’ reaction time;(2)The type of questions: expert teachers show higher capability than novice teachers in questioning . In analysis and comprehension dimensions, the expert teacher is significantly higher than that of the novice teachers. In the low level of understanding, the novice teachers is higher than that of the expert teachers;(3) For the feedback to the students’ answer and ask:expert teachers tend to use various types of feedback to evaluate students. expert teachers could use students ideas and give further guidance. When the students ask questions, expert teachers can use students' ideas deeply, while novice teachers tend to neglect and give no feedback or direct answers.(4) The valuator of dialogue : expert teachers valuate students more by teachers and students together, while the novice teachers judge the answers more by themselves.(5) The students participation state: the expert teacher’s class is better than that of novice teachers in the state of participation, participation breadth, Participation method, participation quality. And expert teacher can contribute to the interaction among students, creating new resources.