Since the founding of new China, the core of the eight curriculum reform has been gradually pushed forward the shift of the focus of teaching activities, emphasizing the teacher's teaching mainly to students to learn the main, especially the ongoing new curriculum reform, more Is to focus on the students "autonomy, cooperation, explore" learning。 The "Decision on Basic Education Reform and Development" issued by the State Council clearly pointed out: "Encouraging cooperative learning and promoting mutual exchanges and common development among students and promoting teachers and students' teaching and learning。"

1。2 The Significance of study源C于H优J尔W论R文M网WwW.youeRw.com 原文+QQ752-018766

In English classroom teaching, teachers focused more and more on interaction, especially the interaction between teachers and students, but do less about the interaction between students and students。 It is proved that the interaction between students and students in the classroom is helpful to improve the initiative and enthusiasm of students, to improve the ability of students to collect information and analyze the information, to cultivate students' spirit of collaboration and innovation。 (Meng 2004) However, it still remains some problems of the student-student interaction in the English class。 The significance of this study is mainly reflected in the aspect of teaching practice: the author analyzes the problems of the interaction between students and students in the current classroom teaching situation through the observation during the internship and interviews with teachers and students, and puts forward some effective strategies to improve the teaching quality and the learning efficiency of the students, which is helpful to sum up the advanced educational thought, abandon the lagging teaching concept, rebuild the new curriculum theory, help to better understand the factors that affect the student-student interaction and carry out student-student interaction in classroom teaching effectively and efficiently。 

2。 Literature Review

2。1 Current studies on student-student interaction 

2。1。1 Current studies on student-student interaction aboard

The earliest study of student-student interaction abroad can be traced back to British Bell's first "guide system" in the 18th century, that is, older, high school students learn to teach young，poor junior students。 In this system, different age and different levels of students grow together through cooperation, exchange, discussion and other interactions。 However, as a real research area，student-student interaction began accompanied with the study of cooperative learning characterized by the interaction between students and students。（Johnson 1993）

In the 1970s, as an effective teaching strategy, cooperative learning with distinctive features of student-student interaction emerged in the United States, and has been one of the hot spots of scholars in the last few decades and even now。 As one of the representatives of cooperative learning, Johnson raised the status of student-student interaction to an unprecedented degree in the study of cooperative learning。 The research work mainly includes the comprehensive analysis of existing knowledge about cooperation, competition and inpidualization, the formation of theoretical models about the nature and basic elements of cooperative learning, the empirical research of systematic test theory, Conversion the effective cooperative learning theory Into a series of operational strategies and procedures。 Through the study he pointed out that "the relationship between students is the child's healthy cognitive development and boldness must have the conditions, and the interaction of peers is the child's development and socialization of the basic relationship between the realization of" Israel The Sharon couples also emphasized the use of collaborative inquiry, panel discussions and collaborative design in the team。In addition, Sri Lanka, Luo Yin。 Victoria dial, Tony who Johnson, Marshall and Winston and others Expounded the value of student-student interaction standing in different perspectives, from the students' cognition, social and emotional aspects; Katzden (1988) and Cohen (1994) point out the frequent interaction between students and students, the harmonious relationship between students, open and complex cooperative tasks contribute to the improvement of student learning。 (Wang 2006)