Chinese characters are important components to the Chinese language. As the command of Chinese reaches the listening and speaking level and upgrades to the reading and writing level, it is difficult to separate Chinese character teaching from ordinary Mandarin teaching. Hence, Chinese character teaching has always been a very important issue in Mandarin teaching. To stimulate the interest and develop the learning self-motivation of learners to optimize teaching efficacy and learning efficiency, the researcher has administered a series of interesting and competitive plays in the classroom teaching experiment and uses them as the content of this study. These plays included Chinese Character Slap-jack, Swift, Chinese Character Old Maid and Speed Pick.

　　This study aims to apply the basic theory, teaching strategies and methods, cognition strategies and memorization strategies of Chinese characters and plays to language learning theory for the theoretical reference of planning plays and applications. With Lessons 9-12 of volume one of A Course in Contemporary Chinese, elementary-level students of mixed nationalities as the targets, this study established the criteria for selecting the plays developed in this study based on the compliance with the classroom play principles of modern foreign language courses. Currently, as it is not popular to directly use Chinese characters as the major course contents in the Mandarin listening and speaking courses, the researcher thus attempted to administer Chinese character teaching in formal Mandarin listening and speaking courses and obtained a teaching process through teaching experiments. Additionally, the researcher also observed the response to and view on these four games of adult learners in classroom teaching.

　　This study adopted the observation method and survey method to observe the responses of learners in the teaching experiments and recorded the responses in the classroom teaching journal. Before each lesson, the researcher designed a lesson plan accord-ing to the teaching goal. During the lesson, the researcher maintained a video recording of the teaching contents and the performance and response of leaners. After each lesson, the researcher reflected the lesson progress while writing the classroom teaching journal at the same time. In the first and last weeks of the teaching experiment, the researcher conducted two questionnaire surveys on learners. The results of this study show that using games in classroom teaching of Chinese characters can increase the learning motivation of Chinese characters, encourage learners don't be afraid of making mistakes while learning Chinese characters, and stimulate learning interest, and help prolong the memory the form, pronunciation, and meaning of Chinese characters.