First, the meaning of teacher-student interaction The teacher-student interaction in classroom teaching refers to all the interactions and influences between teachers and students in classroom teaching, which leads to psychological and behavioral changes of both sides. According to the object of interaction, it can be divided into two kinds: teacher-student interaction and student-student interaction. Second, the problems in the interaction between teachers and students 1, the deviation of the concept of interaction In today's classroom teaching, the interaction between teachers and students is mostly dominated by the authority of teachers, and students' views are inferior. The two sides are in a relationship of "control and obedience", and in this relationship, the flow of information is mostly one-way, lacking equal and two-way information flow between teachers and students. In real life, the relationship between teachers and students should be equal and interactive. Teachers should not monopolize the channels of information sources, talk about Kan Kan in class, and instill self-righteous scientific information into students in order to win their recognition. Teachers and students can exchange views equally in the classroom, which can produce effective interaction and change their psychological and behavioral cognition. 2. The depth of interaction is limited. There are many teachers in the classroom. The interaction between teachers and students is mostly simple interaction based on the original knowledge of textbooks, such as: the establishment time, founder and capital of the dynasty; Who are the representatives of a hundred schools of thought contend and so on? Students can answer these questions without thinking too much when looking for the text. This kind of interaction is not easy to cause students to think, analyze and summarize problems effectively, let alone think in class. This kind of interaction between teachers and students, students and students, is easy to make the classroom fall into a stagnant pool, which is not conducive to the long-term development of classroom teaching. 3. The content of the interaction is biased. The interaction between teachers and students in the classroom is a living interaction between people. Its content should be diverse, including not only the interaction in the cognitive field, but also the interaction in behavior and emotion. Rich interactive content makes history class not only a cold knowledge acquisition process, but also an emotional experience process in the eyes of students. According to the curriculum standards, teaching needs to achieve three-dimensional goals, including knowledge and ability goals, process and method goals, emotional attitudes and values goals. For junior high school history, the function of applying what you have learned is a major feature of the discipline. Through the process of understanding historical facts, we can feel history, history and the value of individual existence, so as to achieve the role of history in cultivating body and mind and educating and influencing. Third, to achieve effective teacher-student interaction, we need to pay attention to the following points: 1, and correctly position the roles of teachers and students in the interaction. First of all, for the role of teachers, we should ensure that teachers are not bosses who give orders, but fellow travelers who learn and grow with students. Teachers should not only answer questions in teaching, but also become guides and stepping stones for students to explore independently. Secondly, for the role of students, teachers need to really cultivate the idea that students' future growth is the ultimate goal. Students are living people, the main body of classroom teaching, and the dynamic and ever-changing main body. In the interaction between teachers and students, teachers can't instill knowledge, ability and emotion unilaterally, but should actively accept students' passive learning. Students' information sources have become one-way and multi-directional. On the basis of equality, both sides can enjoy the fruits of thinking and promote and help each other grow. 2. Leave enough time for students to participate in classroom interaction. The interaction between teachers and students in class can be carried out effectively and deeply, and it is inseparable from the full preparation of teachers and students before class. Teachers need to find information and fully preset teaching plans according to their own learning situation. Students also need a lot of time to preview, find historical materials, analyze and integrate information, and become a preliminary understanding. Without these pre-class preparations, interaction will be a castle in the air, passive water and a tree without roots. 3. Create excitement, ask questions effectively, and stimulate students' enthusiasm to participate in the classroom. "Knowledge is a process, not a result." Knowledge should be energetic and dynamic in front of the classroom subject-students, and students can feel the changes of historical facts and their historical functions in the learning process. In order to achieve this, teachers need to pay attention everywhere, find out students' preferences and habits, and fully predict the learning situation; Secondly, in the teaching process, doubts and suspense are set in time to create excitement and mobilize students' desire and enthusiasm to participate in the classroom; Third, when students enter the classroom role, teachers need to guide students to learn independently and actively, help each other to answer questions, and cultivate students' good habits of independent learning and their learning ability to analyze and solve problems. 4. Design a teaching link that is conducive to teacher-student interaction First of all, teachers can design learning activities that allow more students to participate, so that not only teachers and students, but also students can interact extensively. Therefore, we should pay attention to the age and cognitive differences of students in different grades in the design. The seventh-grade freshmen's self-control is weak, and their sense of unity and cooperation is still in the process of formation. For their interactive links, we can choose their mutual learning activities as much as possible, such as: after thinking about a problem with each other, combining their own views, describing it with words and charts, asking questions with each other, and role playing with each other. These learning activities can gradually improve freshmen's thinking ability, mutual assistance ability, imitation ability, expression ability and recognition ability. The eighth and ninth grade students began to mature their thinking, and their analytical ability and self-discipline ability were greatly improved. Teachers can design multi-group mutual learning activities, expand the time and space scope of activities, pay attention to the coordination of division of labor and cooperation between groups and the guidance of learning methods, and realize real student-student interaction. Secondly, teachers can design more enlightening deep-seated questions. Shallow interaction is a common problem in today's teaching process. Teachers need to dig the knowledge of this lesson purposefully, deeply understand the teaching materials and use their brains more. Create questions to help students better understand the text and make it enlightening after thinking. This kind of rewarding classroom teaching is the classroom that students are willing to participate in. Thirdly, teachers can design more situational and life-oriented teaching environments, enrich students' emotional experience and increase opportunities for teacher-student interaction.