教师课堂教学语言是影响课堂效率、学生学习效率的关键因素之一。良好的教师课堂教学语言能够充分激发学生的学习热情、调节课堂气氛和课堂节奏，是高效课堂的重要表现之一。教师课堂教学语言一共分为五类：导入语、提问语、讲授语、评价语和总结语。每一类课堂教学语言都体现着不同的特点和作用，语言背后都体现出教师的教学方式和教学理念。本文通过对30个中学语文课堂实录中的教师语言进行分类统计，客观剖析了中学语文教师课堂导入语、提问语、讲授语、评价语和总结语存在的一些言语表达问题，同时借助归类研究与分析以引起从业者的关注与思考。

Teaching language in class is the key factor influencing both teaching and learning efficiency. Effective teaching language, which is regarded as the main presentation of efficient teaching, is able to motivate students and manage the class. Besides, teaching language can be divided into five categories including language of introducing, asking, explaining, evaluating, and concluding. Each kind of teaching language has different features and functions. They can reflect different teaching approaches and education ideas. In this paper, teaching language in 30 Chinese lessons in junior high school of China are divided into five categorizes. This paper is intended to analyze problems existing in each category and arouse attention of Chinese teachers.