To understand the effectiveness of applying picture cards in Chinese classrooms, the present study implemented word-picture cards that included vivid images explaining the meaning of grammar. The author additionally designed several class activities for learners to practice and familiarize the uses of grammar, such as sentence making, sentence arranging, listening and questioning, looking at pictures, and making sentences. By conducting a lot of oral activities and repeatedly practicing grammar, the learners were more familiar with grammar and correctly speaking sentences in Chinese.

　　This study adopted an action research method by combining “action” and “research”. We obtained valuable experience on each experiment and followed by revising learners’ problems step by step. There were three research actions in this study, which covered the second and foreign language learning environment, and the study objects include children and adult learners. The author conducted teaching design according to the experiences from each teaching experiment and followed by designing suitable activities among the grammar projects, and found a set of teaching model that was suitable for learners of different ages in the Chinese classroom. The study found that using word-picture cards in conjunction with activities in Chinese classrooms may help learners to speak Chinese. In addition, the learners’ responses to training content were improved after implementing repeated language input and output exercises during grammar activities.

　　In the present study, the author aimed to find a Chinese teaching model that is suitable for learners of different ages. With the efforts of predecessors and the author's personal adjustment, a regular teaching model has been found for classes with different age groups. This teaching model may address the gaps of Chinese grammar sentence practice patterns, allowing learners to practice both listening and speaking skills in a relaxed and joyful learning environment.