| English is a fundamental and vital course of elementary education stage. Because of its particularity, foreign teachers whose mother language is English can play an important role which the Chinese teachers can not replace in English teaching. In order to improve the teaching effect of English teaching, the collaborative teaching between Chinese and foreign teachers appears. Therefore, to study how to make the most use of the special teaching model and how to improve the quality of English teaching is of great significance and worthy for English teachers.There are not too many domestic researches on cooperation teaching between Chinese and foreign teachers.In 1998, Zhang Chengping and Roberta Raine published the first paper on the cooperation between Chinese and foreign teachers teaching "The Cooperation Between Chinese and Foreign Teachers to Improve Teaching". Since then, researches on collaborative teaching between Chinese and foreign teachers enter into a slow development period. Through the literature analysis, we can see that the field of research mainly focuses on English majors,college English teaching and higher vocational English teaching but primary and secondary education stages, especially in middle schools. Also, most of them are descriptions of the process of personal practice and summary, without the guidance of theories and lack of data analysis, they are not scientific and lack of the value of guidance for others.Regarding the principle of task-based teaching as the guiding ideology, we had an experiment, which started in September of 2014 and ended in July of 2015, at Changjun Yuhua Foreign Language School in Changsha City. Part of the students of Grade Seven were involved. Our study aims at investigating the characteristics of cooperation between Chinese and foreign teachers in junior middle school, we focus on the complementary teaching patterns which is not only about cooperation but also division of labor. We also study the advantage of Chinese teachers in the teaching organization, teaching system while the foreign teachers in situational teaching and the spoken language teaching. In order to detect the results of collaborative teaching objectively, we specifically invited the school English teaching experts and scholars to our school for testing. They compare the students in experiment class and non-experimental class, and through the systematic and comparative analysis, it is found that the students in the experimental class no matter interest in learning English or language learning ability or skills are far stronger than in the students in non-experimental class, and it is the same result as the self-confidence in learning English.In the experiment, our concrete practice is that taking the task-based teaching as guidance, all the teaching activities of Chinese and foreign teachers are closely relevant to the task-based teaching. Each link, including the selection of teaching materials, lesson preparation, class labor division, homework assignments and counseling, teaching evaluation and feedback, serves for certain task. Upon the completion of a teaching task, we will promptly summarize the gains and losses in this teaching process, in order to complete the next teaching task more scientifically and efficiently. To this end, except the regular collective preparation of the extracurricular, a long-effective mechanism of interaction between Chinese and foreign teachers is also established. Under the mechanism, teachers have mutual exchange of experience teaching, they understand students’ learning state, and maximize the advantages of the collaborative teaching between Chinese and foreign teachers.This study is a preliminary exploration, which will inevitably have deficiency. It is just the first swallow of the spring, we hope more scholars and experts are attracted to focus on the topic, and the collaborative teaching can make due contribution to the English teaching in China. |
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