TPRS is a teaching method that emphasizes classroom interactivity and encourages active student participation in the language learning process.Existing literature has shown limited attention to how TPRS teaching principles assist educators in formulating strategies and mechanisms for creating highly interactive classrooms.Through observation and description of TPRS Chinese language classrooms,this research aims to present the strategic construction process of interactive classrooms by local Chinese language teachers.The study reveals that the overall interactive process in TPRS Chinese language classrooms manifests as a spiral ascending sequence,with language scaffolding,collaborative storytelling,and emotional identification identified as crucial factors for generating high-efficiency interactivity in classrooms.
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