Classroom teaching interaction is of great significance in promoting the cultivation of students' comprehensive ability. Therefore, how to stimulate the ability of secondary vocational students to learn independently in classroom learning and delegate the initiative of classroom learning has become an important problem to be solved urgently in the training of talents in secondary vocational colleges. So far, this paper discusses the realistic ecology of the classroom interaction enthusiasm of secondary vocational students from the perspective of constructivism theory. It is found that the interest and self-confidence of secondary vocational students in learning need to be strengthened, the interaction between teachers and students in classroom teaching is weak, and there is a lack of knowledge integration in classroom teaching. It is urgent to explore the path from the aspects of building a linkage mechanism between knowledge and learning interest, building an incentive mechanism, strengthening diversified interaction and communication between teachers and students in classroom, strengthening knowledge integration design, establishing appropriate teaching objectives and reward and punishment system and creating a suitable learning atmosphere, so as to improve the quality and efficiency of personnel training in secondary vocational colleges. 

Zhang Lizhi, Liu Pei, Wei Jinliang. The Dilemma and Path Improvement of Classroom Interaction Enthusiasm of Secondary Vocational School Students under Constructivism Theory. International Journal of New Developments in Education (2025), Vol. 7, Issue 8: 78-83. https://doi.org/10.25236/IJNDE.2025.070812.

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