Professional vision is not only a concentrated manifestation of teachers’ classroom teaching ability but also a pivotal lever for implementing the concept of classroom allocation fairness. To clarify the characteristics of teachers’ professional vision, relied on the constructed multimodal analysis framework of teachers’ professional vision, this paper compared and analyzed the basic characteristics of classroom attention and classroom reasoning of expert teachers and novice teachers, based on the multimodal data such as teachers’ classroom teaching videos, eye movement and interview texts, and conducted a fusion analysis of the basic characteristics of teachers’ professional vision. The results showed that in the dimension of classroom attention, expert teachers’ attention allocation was more directional and balanced, effectively maintaining classroom allocation fairness; in the dimension of classroom reasoning, both types of teachers could respond to students combined with the classroom events, but expert teachers performed more maturely in high-level classroom reasoning such as explanation, decision-making and regulation; the overall professional insight level of expert teachers after the fusion of multimodal data features was higher, but the classroom attention of both types of teachers showed a common feature of “centering on students”, and exhibited closely aligned results in strategy selection. Based on this conclusion, suggestions were offered to develop novice teachers’ professional vision, in order to provide an operational path for the systematic cultivation of teachers’ professional vision and further promote the practical implementation of classroom allocation fairness.