美国中学的汉语教学开始于上世纪五十年代，经过几十年的发展，汉语现已被纳入九种目标语之中并具备了全国性的课程标准。随着教学的规范化以及中美两国经济文化交流的日益增长，汉语正受到越来越多美国中学生的喜爱与欢迎。然而相较国内高校的留学生，美国中学的汉语学习者存在诸多特点，如学习目标不明确、学习动力不持久等，传统的语言教学方法难以完全适应美国中学的教学实际。 小组互动教学以小组为基本组织单位，以学生间的互动学习为核心，通过开展“组内合作，组间竞争”来降低语言操练过程中的枯燥感，提高学生的课堂参与度和语言使用率，较为契合非目的语环境下美国中学汉语教学的特点。目前国内针对小组互动的研究已取得了一定的成果，但有关小组互动教学在海外初级汉语综合课上的实证研究还不够充分。鉴于此，笔者将小组互动教学应用于美国圣塔菲南高中初级汉语综合课并对其应用效果展开研究，希望为其他海外汉语教师和志愿者开展小组互动教学提供借鉴。 本研究首先通过查阅文献，梳理了近年来有关小组互动的主要研究成果，为之后小组互动教学的实施和研究打好理论基础。其次，对圣塔菲南高中当前的汉语教学现状进行了摹写，在分析该校汉语学习者学习特点的基础上，对比小组互动教学的特点和优势，论证了在圣塔菲南高中中文课上开展小组互动教学的可行性。再者，选取圣塔菲南高中初级汉语综合课上小组互动教学的典型案例进行课堂观察，并通过学生问卷和教师访谈，调查学生和教师对小组互动教学效果的评价以及对开展小组互动教学的意见和建议。最后，结合师生的评价反馈，提出在海外初级汉语综合课上开展小组互动教学的建议。 本研究结论如下：1.小组互动教学在圣塔菲南高中中文课上的应用具有一定的必要性和可行性；2.小组互动教学是一种有效的教学方式，在活跃课堂气氛、提高学生课堂参与度、巩固课堂所学的语言知识等方面发挥着较好的促进作用；3.小组互动教学的效果受互动设计、分组情况、教师的监控干预与评价反馈等多方面因素的影响，在教学实践中要多加注意。

Chinese teaching in American middle schools began in 1950s. After decades of development, Chinese has been included in the nine target languages and has been equipped with national curriculum standards. With the standardization of teaching and the growing economic and cultural exchanges between China and the United States, Chinese is becoming more and more popular among American middle school students. However, compared with foreign students in domestic universities, Chinese learners in American middle schools have many characteristics, such as unclear learning objectives and short learning motivation, which make it difficult for traditional language teaching methods to be fully adapted to the teaching practice in American middle schools. Group interaction teaching takes group as the basic organizational unit, and takes interactive learning among students as the core. By carrying out "intra-group cooperation and inter-group competition", it can reduce the boredom in the process of language practice and improve students' classroom participation and language utilization, which is more in line with the characteristics of Chinese teaching in American middle schools under non-target language environment. At present, domestic research on group interaction has made some achievements, but the empirical research on group interaction teaching in overseas novice comprehensive Chinese class is not enough. Therefore, the author applies group interaction teaching to the novice comprehensive Chinese class in Santa Fe South High School in the United States and studies its application effect, hoping to provide reference for other overseas Chinese teachers and volunteers who want to use group interaction teaching. Firstly, this study summarizes the research results about group interaction in recent years by consulting relevant literature, so as to lay a good theoretical foundation for the implementation and study of group interaction teaching. Secondly, this study describes the current situation of Chinese teaching in Santa Fe South High School, and demonstrates the feasibility of group interaction teaching by analyzing the characteristics of Chinese learners and comparing them with the characteristics and advantages of group interaction teaching. Thirdly, this study selects typical cases of group interaction teaching on novice comprehensive Chinese class in Santa Fe South High School for classroom observation, and investigates teachers and students’ evaluation and suggestions of group interaction teaching through student questionnaire and teacher interview. Finally, this study puts forward suggestions of group interaction teaching on overseas novice comprehensive Chinese class by combining teachers and students' feedback. The conclusions of this study are as follows. Firstly, the application of group interaction teaching on Chinese class in Santa Fe South High School is necessary and feasible. Secondly, group interaction teaching is an effective teaching method, which plays a good role in promoting the positive classroom atmosphere, improving students' participation in class and consolidating the language knowledge learned in class. Thirdly, the effect of group interaction teaching are influenced by many factors, such as interaction design, grouping, teachers' monitoring, intervention, evaluation and feedback, so more attention should be paid in teaching practice.