Yue Wang, Ying Zhang

(Dalian University of Technology School of Law)

Abstract：

Classroom interaction effect in primary Chinese language teaching is one of the important factors affecting the effectiveness of "teaching and learning". Exploring interactive strategies in classroom teaching is of great significance for improving classroom teaching efficiency. Elementary Chinese learners have limited language proficiency, making it difficult for teachers to enrich classroom interaction through complex teaching designs. This article uses empirical research methods to examine the effectiveness of "classroom memes", a language form with short structures and simple sentence structures, in classroom interaction in teaching practice. Research has found that "classroom memes" are easy to understand and remember, can adapt to various teaching forms, and can cater to students with different language levels. They have shown certain practical value in mobilizing learning enthusiasm and practicing the teaching principle of "student-centered". The "maximizing learning opportunities" and "promoting negotiation and interaction" in the "post method" theory provide theoretical basis for this.

Key Words：

Chinese classroom teaching; interactive strategy; teaching methods; post method theory