社会的建构是以言语互动为基础。课堂言语互动是课堂师生信息交流的主要方式，目 前备受教育研究者们的关注。当前小学数学新课改逐步走入深水区，因此不断探索、挖掘、 对比小学数学课堂教课堂言语互动成为我们现阶段研究的重点。不仅有助于提升小学数学 课堂的有效教学，同时还可以推进与深化教学改革的进程。针对目前一线实践的经验反馈， 现阶段的课堂对言语互动的认识与实践存在着一些问题。基于此本研究将以小学数学课堂 言语互动为主要研究对象，并通过对比不同发展阶段的教师探究当前小学数学教师课堂言 语互动的特点。 本研究目的：（1）通过文献梳理试图了解课堂言语互动的本质内涵、维度与模式等内 容，辨析言语互动与教学对话的区别，选择 ITIAS为本研究的编码分析工具。 （2）依据ITIAS 互动分析系统，从课堂言语结构、教师言语倾向、师生互动情感、提问创造程度几个维度 进行差异性分析，探究熟手教师与专家教师课堂言语互动的特点。 （3）针对不同阶段教师 的课堂言语互动分析结果，探寻当前课堂师生言语的存在的问题，提出提高言语互动有效 性的建议，探讨未来有效课堂教学言语互动的发展趋势。 本研究经过文献筛选分析后，基于研究课题选择北京某小学的一名熟手教师与一名专 家教师为研究对象，抽样选取了 3 节相同教学内容的 6 节同课异构。收集了 6 节课堂视频 实录，并依据 ITIAS 互动编码分析系统对课堂言语行为进行编码，整理编码结果并进行编 码处理与数据分析。后针对不同发展时期的小学数学教师编码矩阵结果与数据分析探讨熟 手与专家教师在课堂言语结构、教师言语倾向、师生互动情感、提问创新程度四个层次的 特点与差异。 基于 ITIAS 的数据结果探讨分析得到以下结论。熟手与专家教师课堂教学言语互动的 共性：（ 1）师生言语互动主要模式：教师提问—学生回答—教师反馈。（ 2）教师权威角色 淡出，创造性询答模式开始出现。 （3）教师不擅运用间接言语影响，学生课堂被动参与偏 多。 （4）课堂提问比率偏低，学生缺少主动提问。熟手与专家教师课堂教学言语对话存在 差异性：（ 1）专家教师关注学生的独立思考，教学理念指向言语对话。 （2）专家教师关注 课堂生生对话，熟手教师言语指示性过强。 （3）课堂反馈熟手教师倾向表扬鼓励，专家教 师倾向知识共建。 针对以上结论笔者提出了有效提升课堂言语互动的建议。 （1）重视生生交流，鼓励学 生主动质疑 （2）延长学生课堂思考时间，引导学生主动提问（3）加强课堂提问，重视创 生询答模式的追问技巧（4）理答中采纳学生观点的合理性，促进知识建构 （5）教学理 V 念从言语互动走向言语对话 本研究通过小学数学课堂教学实践的量化统计，帮助分析当下课堂师生言语互动的特 点，提出增强和提升课堂师生言语互动的建议，为深化小学数学课堂改革的进程中提供新 的思路，生成课程改革理念的创新型课堂

The society is organized by way of verbal interaction, which is also the main conduit of information exchange in classroom and an important part of the teaching behavior. As such, verbal interaction is currently attracting the attention of educational researchers. At present, the curriculum reform of primary school mathematical education is entering a difficult phase, and it is the focus of our current research to continuously explore and analyze primary school mathematics classroom verbal interactions. By doing so, not only can we help improve the effectiveness of primary school mathematics teaching, but also facilitate the process of teaching reform. Based on the current feedback from school and students, we discover that there are problems in the understanding and practice of verbal interactions in the classroom setting. This paper focuses on the speech interaction in primary school mathematics classroom, tries to distinguish the concept of verbal interactions and dialogues, and endeavors to understand the characteristics of the current primary school mathematics teachers' verbal interaction by comparing teachers at different stages of development. The purpose of this study is: (1) Through literature review, trying to understand the essential connotation, dimension and mode and the theoretical basis of classroom speech interaction and distinguishing the difference between verbal interactions and teaching dialogues, using ITIAS as the research coding analysis tool. (2) Utilizing the ITIAS interactive analysis system, exploring the differences between skilled teachers and expert teachers in teaching dialogue structure, the tendency of teaching dialogue, the emotional atmosphere of teaching dialogue, and the degree of question creation. (3) Based on the analysis results of classroom teaching dialogues of teachers with different expertise level, exploring the problems existing in current classroom teaching dialogues, putting forward suggestions for improving the effectiveness of teaching dialogue, and exploring the possible trends of classroom teaching verbal communication. This research firstly summarizes the literature. Through the reading of related works, we try to understand the connotation, dimensions and modes of classroom verbal interaction, and to decide on the theoretical basis and research tools of classroom speech interaction. Thereafter, we VII select one experienced teacher and one expert teaches from a primary school in Beijing as research objects, whose six sections of the same teaching content in the "numbers and algebra", "shapes and geometry", "statistics and probability" are used as samples. Six classroom video recordings were collected, and the speech behavior of the classroom was encoded to the ITIAS interaction analysis system. The encoded results are further processed and analyzed. Afterwards, the resulted matrices and the matrix migration data of two teachers are compared. The characteristics and differences in speech structure, teacher speech tendency, teacher-student emotional interactions and the creativity of questions are compared. Based on the analysis of the ITIAS result data, the following conclusions were obtained. The commonalities of the classroom interactions by the experienced and the expert teachers are : (1) The main mode of teacher-student speech interaction is: the teacher asking a question, students answering and the teacher giving feedback. (2) Ceasing to act authoritatively, teachers start to make use of creative questions. (3) Teachers are not good at using indirect speech influence, and students are passively involved in class. (4) The rate of student questions in the classroom is low, and students lack the initiative to ask questions. There are differences in the dialogues between the experienced and the expert teachers: (1) the expert teachers pay attention to the independent thinking of the students, and the teaching ideas point to the speech dialogue. (2) Expert teachers pay attention to classroom inter-student dialogues, while the experienced teachers' speech is too instructive. (3) Classroom feedback by the experienced teacher tend to be praise and encouragement, while the expert teacher tend to build knowledge. In response to the above conclusions, the author puts forward suggestions for effectively improving classroom interactions. (1) Emphasize student communication, encourage students to actively ask questions (2) Extend students' classroom thinking time, guide students to ask questions actively (3) Strengthen the teacher’s question asking, and pay attention to the questioning skills of the creation inquiry mode (4) Accept the merit of students’ answer to facilitate the construction of knowledge (5) Transition from verbal interaction to dialogues. Through the quantitative statistical analysis of mathematics classroom teaching practice in primary school, this study helps to analyze the characteristics of verbal interaction between the teacher and students in the current classroom, proposes to enhance the effectiveness of classroom verbal interactions, so as to make the mathematics classroom in primary school rich and efficient, deepen the reform of primary school curriculum, and create the innovative classroom desired by the curriculum reform. KEY WORD: An elementary