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In China, for a long time, the students interaction problems both in theoretical research and in teaching practice failed to get enough attention to even be considered to be a negative force, while restrictions eliminated. In fact, classroom teaching is complex, as the main teachers and students in classroom activities total during various interactions and influence. Since the new curriculum reform, cooperative learning is increasingly becoming the primary and secondary classroom on a \There are some problems, such as cooperative learning a mere formality, the lack of implementation of cooperative learning resources support, in particular, the lack of awareness of the value of students' interaction in cooperative learning, largely affected the use of the advantages of cooperative learning to promote the all-round development of students . On the basis of previous studies on the the students interaction of cooperative learning from both theory and practice to explore, trying to provide some reasonable and effective recommendations for classroom teaching reform through this study. This paper is divided into six parts: the first part is the introduction, a brief study of the origin. The second part discusses the cooperative learning research status of the Interactions between this problem. The third part of the theoretical framework of cooperative learning students interaction. Include: first, from the social learning theory, the zone of proximal development theory, cognitive refined theory and constructivist learning theory, the theoretical analysis; important concepts in this article \the learning students interaction redifining; Third, discusses the basic structure and characteristics of the students' interaction in cooperative learning, in the text of the cooperative learning students interaction divided into dependent, Xiang Yi and harmonious three; first Fourth, the analysis of the basic processes and mechanisms of cooperative learning in the students' interaction, believe that the the students interaction of cooperative learning is a continuous, dynamic process, students through interaction leading interactive process of constantly Deep and outside to the inside, to achieve the sharing of knowledge, experience, emotional exchanges and communication, attitudes, values, etc., and eventually lead to changes in the way of thinking, behavior, and this part is one of the focus of this article. The fourth part, from a practical point of view of the students interaction in cooperative learning are discussed, with emphasis on the results of the author classroom observation analysis, presented and analyzed some of the problems that exist in the classroom teaching students interaction. (1) the majority of classroom interaction initiated by teachers less real independent start interactive behavior by students; (2) Mutual Interaction formalization tendency serious panel discussion is not sufficient; (3) teachers and students to discuss the problem, the lack of controversial, such students interaction, at best, is only the consolidation exercise, the goal is more concentrated in the cognitive domain, and tend to focus on the level of knowledge of memory, comprehension, application and analysis levels rarely involves cognitive domains. For students in the affective domain, values
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