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.