The first is to avoid the interaction that is a mere formality. In some classes, it often happens that some teachers can't remember the names of the students in the class. Therefore, in classroom interaction, one is to directly call the student number "the following students will answer the question just now", and the other is to directly press the seat number "from the first to the back", which is completely a formal interaction, without taking into account the differences and needs of students. In addition, in some open classes, in order to reflect the interaction in the classroom, many teachers often arrange some classroom interactions, which seem to be very active in the classroom, but when you think about it carefully, this kind of classroom interaction is very casual, even completely without any design. In an open geography class, when talking about "How to judge the cold and warm front", the teacher arranged classroom interaction: multimedia showed the schematic diagram of the cold and warm front, let students discuss with each other, find out several different places in the picture, and then judge the cold and warm front. The classroom looks very warm. But in fact, it is unnecessary, because the definition of "cold air mass initiative is cold front, and warm air mass initiative is warm front" can be directly judged, and the active movement of air mass in the picture can also be directly judged. So this kind of interaction is a mere formality for open classes.

Second, avoid interactions that do not occur. In some classroom interactions, teachers do not prepare enough lessons, and only consider the needs of teaching objectives and how to complete classroom teaching tasks, without designing "coping" measures for different situations that may occur in students' classroom interactions. Its main performance is that students don't pay attention to their speeches during classroom interaction, and they don't want to spend time and energy to understand the feelings and ideas behind their speeches. When students speak, many teachers are thinking about what to say next, how to make a transition in the classroom, or they seem to listen to the students' speeches, but they feel that the teachers are not listening well, or they control the classroom with authority and interrupt the students' speeches and discussions in exchange for the completion of teaching tasks, but in fact there is no classroom interaction at all, which makes the communication in teaching simple and superficial.