Advances in Social Science, Education and Humanities Research, volume 573 Proceedings of the 2021 International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2021) Reviewing the Comparisons and Analysis of Chinese and American Classroom Interactions Zichen Lyu1, *, †, Tianqi Yang2, †, Kexin Zhang3, † 1 School of International Relations and Diplomacy, Beijing Foreign Studies University, Beijing, Beijing (100000), China 2 School of Western Languages and Cultures, Harbin Normal University, Harbin, Heilongjiang (150000), China 3 School of Applied Technology, Qingdao University, Qingdao, Jinan (250000), China * Corresponding author. Email:
[email protected] †These authors contributed equally. ABSTRACT This paper reviews the differences of classroom interactions between China and America. Effective classroom interactions play a nonnegligible role in teaching and learning processes, which can enable the class to be active and innovative. Scholars have also managed to classify different types of classroom interactions by their characteristics such as different roles played by teachers and students. However, categorizing the different modes in classroom interactions between two or more countries has not been researched widely and seriously. Therefore, this paper attempted to discuss the difference along with their advantages and disadvantages. By reviewing various relevant academic articles and analyzing class videos from China and America, it is found that on one hand, Chinese classroom interactions are plain and unitary, which is harmful to the development of the active and critical thinking for students, but it has a positive influence on the efficiency and the range of teaching process- these could result from the history and culture of collectivism and Confucianism as well as the educational conditions.