随着数学课程改革的开展，教师的专业成长也已成为课程改革领域中的焦点问题，教师驾驭课堂对话的能力是构成其专业素质的基础，也是推动数学教师专业成长的关键与必要条件。《全日制义务教育数学课程标准》以及《普通高中数学课程标准》均指出课堂对话互动对于学生主动进行知识建构、发展创新思维和数学核心素养有重要意义。

新手教师正处于专业发展的探索和迷茫阶段，自身教学技能和专业素养还有待提高，在课堂对话过程中容易出现对话互动形式单一、满堂灌等现象，这会使得师生课堂对话流于形式，无法充分发挥学生的主体地位，从而制约数学课堂教学的实际效果。故而对新手数学教师课堂对话特点的研究是非常有意义的。

本研究以教师的专业发展为依据，在本人的实习学校以及研究生同学的实习学校共选取符合新手教师条件且来自不同的省份地区的12位教师的12节课堂录像作为研究样本。选取曹一鸣、宋宇开发的与人工智能技术相结合的数学课堂对话评价体系作为研究工具，对新手教师的课堂对话展开研究，从高中新手教师数学课堂对话过程中话语类型、话语转换行为以及课堂对话过程的序列演进模式这三方面进行探究，以期能够较为全面的反映高中数学新手教师课堂对话情况以及相应的原因。

首先，为了探究隐藏在对话内部的规律性，研究采用定量研究与定性研究相结合的方法，采用录像编码法，由两位具有专业能力的研究者共同对录像转录文本进行编码，对编码进行量化分析，并结合课堂录像进行质的分析，得出结论：高中新手数学教师课堂对话过程中多元话语类型并存，以低认知水平话语类型为主；课堂对话以浅层次的交流与传递为主；对话序列较短且较为零散，对话呈现水平旋转或螺旋下降趋势。

之后，根据课堂录像以及数学新手教师在课堂对话呈现出的特点，设计访谈提纲，对数学新手教师进行访谈，深入的了解呈现此特点的原因。结合相关实证研究、研究者本人的经验以及与被研究者的访谈结果等，分析得出原因：新手教师对知识的理解不够系统和深入，难以进行深化与拓展；易受教学任务的支配，无法发挥学生的主体性；对话意识欠缺，难以建立平等的对话关系；教学经验不足，难以发挥教育机智。

最后，为了帮助高中数学新手教师在课堂对话互动过程中更好的促进学生进行深入思考，主动进行知识的建构，促进认知水平和高阶思维的发展，在上述原因的指导下，提出了针对性的建议：新手教师需要通过多种途径积极提升自身专业能力，建立自信心；进行教学设计时要精心设计环环相扣的问题，促进学生深入思考；努力营造民主平等的课堂氛围，充分发挥学生主体性。

本研究从“多维”视角去分析与研究完整的课堂对话，能够较为全面分析得出新手教师课堂对话特点，并针对性的对新手数学教师提高课堂对话质量和效果提出建议，为新手教师的专业成长提供参考。

With the development of mathematics curriculum reform, the professional growth of teachers has also become the focus of curriculum reform. The ability of teachers to control classroom dialogue is the basis of their professional quality, and it is also the key and necessary condition to promote the professional growth of mathematics teachers. Both "Mathematics Curriculum Standards for Full-time Compulsory Education" and "General High School Mathematics Curriculum Standards" point out that classroom dialogue and interaction are of great significance for students to actively carry out knowledge construction, develop innovative thinking and core mathematics literacy.

Novice teachers are in the stage of exploration and confusion in their professional development, and their teaching skills and professionalism still need to be improved. In the process of classroom dialogue, it is easy to have a single form of dialogue and interaction, full of classrooms, etc., which will make the classroom dialogue between teachers and students mere formality, unable to Give full play to the subject status of students, thus restricting the actual effect of mathematics classroom teaching. Therefore, it is very meaningful to study the characteristics of classroom conversations of novice mathematics teachers.

This study is based on the professional development of teachers. In my practice school and the practice school of graduate students, 12 classroom videos of 12 teachers who meet the conditions of novice teachers and come from different provinces and regions are selected as research samples. The evaluation system of mathematics classroom dialogue combined with artificial intelligence technology developed by Cao Yiming and Song Yu was selected as a research tool to study the classroom dialogue of novice teachers. The three aspects of the sequential evolution mode of the process are explored in order to reflect the classroom dialogue situation and the corresponding reasons of the high school mathematics novice teachers more comprehensively.

First of all, in order to explore the regularity hidden in the dialogue, the research adopts the method of combining quantitative research and qualitative research, and adopts the video coding method. Two researchers with professional ability jointly encode the video transcription text and quantify the coding. Analysis, combined with classroom video for qualitative analysis, draws a conclusion: multiple discourse types coexist in the classroom dialogue process of high school novice mathematics teachers, and the discourse types with low cognitive level are the main ones; classroom dialogues are mainly shallow-level exchanges and transmissions; dialogues The sequences are shorter and more fragmented, and the dialogue tends to spiral horizontally or spiral downward.

After that, according to the classroom video and the characteristics of the novice mathematics teachers in the classroom dialogue, the interview outline is designed, and the novice mathematics teachers are interviewed to deeply understand the reasons for this characteristic. Combining the relevant empirical research, the researcher’s own experience, and the interview results with the researcher, etc., the reasons are analyzed: novice teachers’ understanding of knowledge is not systematic and deep enough, and it is difficult to deepen and expand; they are easily dominated by teaching tasks and cannot Give full play to the subjectivity of students; lack of dialogue awareness, it is difficult to establish an equal dialogue relationship; insufficient teaching experience, it is difficult to exert educational wit.

Finally, in order to help novice high school mathematics teachers better promote students to think deeply, actively construct knowledge, and promote the development of cognitive level and higher-order thinking in the process of classroom dialogue and interaction, under the guidance of the above reasons, this paper proposes Proactive suggestions: novice teachers need to actively improve their professional ability and build self-confidence through various channels; when designing teaching, they should carefully design interlocking questions to promote students' in-depth thinking; strive to create a democratic and equal classroom atmosphere, and give full play to student subjectivity.

This study analyzes and studies the complete classroom dialogue from a "multi-dimensional" perspective. It can comprehensively analyze the characteristics of novice teachers' classroom dialogue, and make targeted suggestions for novice mathematics teachers to improve the quality and effect of classroom dialogue. growth reference.