我国在2001 年颁布的《基础教育课程改革纲要（试行）》中指出，教师要引导学生积极参与课堂互动，借助活跃的课堂氛围达到提高教学效果的目的。然而,目前对心理健康课堂中师生言语互动的许多研究都停留在经验性总结等定性分析层面,主观性较强,难以客观把握课堂中师生言语互动的真实情况。因此本研究采用弗兰德斯互动分析系统与访谈心理教师相结合的方式，通过定性与定量相结合的方式分析样本课堂的师生语言结构、教师教学风格、学生活动参与特点以及师生情感互动特征，来了解初高中心理健康课堂中师生互动的现状，比较初高中生心理健康课堂互动差异，并针对存在的问题提出有效改进策略，以期促进心理健康课程的发展。

In the Outline of Basic Education Curriculum Reform (Trial) issued in 2001, China pointed out that teachers should guide students to actively participate in classroom interaction and improve the teaching effect with the help of active classroom atmosphere. However, at present, many researches on the verbal interaction between teachers and students in mental health classrooms remain at the level of empirical summary and other qualitative analysis, which is highly subjective and difficult to objectively grasp the real situation of the verbal interaction between teachers and students in the classroom.Therefore, this study combined Flanders Interactive analysis system with interviews with psychological teachers, and analyzed the language structure of teachers and students in sample classrooms, teachers' teaching style, students' activity participation characteristics and the characteristics of teacher-student emotional interaction in a qualitative and quantitative way, so as to understand the current situation of teacher-student interaction in mental health classrooms in middle and high schools. In order to promote the development of mental health curriculum, this paper compares the differences of classroom interaction between middle and high school students and puts forward effective strategies to solve the existing problems.