本研究采用课堂观察法，对十节高中地理公开课中征询式回音的实践样态进行统计分析。研究发现，课堂中确证类回音占比较低，仅起到简单导向作用；追问类回音占比最高，以成因溯源为主；邀请类回音以思辨为主，对于补充邀请略有不足。本研究建议高中地理教师在使用征询式课堂回音时应设计对立性辩题，推动确证升级；完善追问体系，助力深度学习；优化教师邀请，营造包容的课堂氛围。

This research adopts the classroom observation method to conduct statistical analysis on the practical patterns of soliciting echoes in ten open geography lessons in senior high school. The study reveals that confi rmatory echoes account for a relatively low proportion in classroom interaction, merely exerting a simple guiding eff ect; probing echoes occupy the highest proportion, which mainly focus on tracing the causes of geographical phenomena; invitational echoes are dominated by speculative questioning, while there is a defi ciency in supplementary invitations. Accordingly, this study suggests that senior high school geography teachers should design contradictory debating topics to upgrade confi rmatory feedback when applying soliciting echoes in the classroom; improve the probing questioning system to facilitate in-depth learning; and optimize teachers’ invitational utterances so as to construct an inclusive classroom atmosphere.