二语习得理论认为,学习者在与外语相似的学习情境中主动学习探究能更好激活他们的情感思维,利于将认知体验转化为自我内化生成的必然发展需要。教学实践证明,以二语习得理论为指导,突出互动优化,能在吸引学生学习注意力和集中力的基础上,帮助学生更好深化理解感知;有效活化课程教学资源,帮助学生在富有动感的学习过程中主动发现问题、探究和解决问题;通过互动能便于教师发现自身在教学中存在的问题,及 Second language acquisition theory holds that learner’s active learning in the learning context similar to foreign language can activate their affective thinking better and help translate the cognitive experience into the necessary development of self-internalization. The teaching practice proves that taking the second language acquisition theory as the guidance and emphasizing the interaction and optimization can help students to deepen their understanding and understanding on the basis of attracting students’ attention and concentration. In the process of learning to proactively identify problems, explore and solve problems; through the interaction can facilitate teachers to find their own problems in teaching, and