Research On The Optimization Of Cooperative Teaching Between Chinese And Foreign Teachers ——Taking Shanghai X Bilingual School As An Example

As the world enters the era of globalization,cooperation has become the theme of the development of human society.As a new teaching mode,Chinese and foreign teachers’ cooperative teaching is conducive to the complementarity of advantages and the integration of resources between teachers.This research is a qualitative research on the cooperative teaching of Chinese and foreign teachers in the basic education stage.Taking the optimization of cooperative teaching between Chinese and foreign teachers as the breakthrough point,starting from the three dimensions of cooperative teaching,it analyzes how Chinese and foreign teachers carry out cooperative teaching in the context of bilingual schools and integrated courses,on the basis of the theoretical research on group dynamics and social interdependence,put forward relevant improvement suggestions and strategies to realize the optimal design of cooperative teaching between Chinese and foreign teachers.Specifically,firstly,through literature review and theoretical analysis,it is determined to carry out research on Chinese and foreign teachers in cooperative teaching;Collect research materials through classroom observation,teacher journals,case analysis,and interview records of Chinese and foreign teachers as research materials,and qualitative analysis is carried out from the three logical levels of the role positioning of Chinese and foreign teachers in cooperative teaching,the language application of Chinese and foreign teachers,and the structural design of cooperative teaching lessons.Carry out narrative construction,gain insight into teachers’ perceptions and views on cooperative teaching,try to explore various modes of cooperative teaching between Chinese and foreign teachers in bilingual schools,and move from formal cooperation to real cooperation.Finally,optimization suggestions are put forward for the problems involved in the above research.The research found that:（1）Teachers’ personal cognition and value choice for cooperative teaching will affect teachers’ role orientation and responsibility in cooperative teaching,and affect the establishment and maintenance of cooperative relationships between teachers.（2）The way of group interaction between Chinese and foreign teachers and the degree of mutual trust among group members are crucial to the development of cooperative teaching.（3）The positive guidance of the school management level for the cooperative teaching of Chinese and foreign teachers can create a harmonious and stable comfort zone for the cooperative teaching of Chinese and foreign teachers.On the basis of the research findings,this study puts forward three suggestions: The first is to strengthen the sense of responsibility of teachers in cooperative teaching for individual teachers,and to improve the social skills of teachers in cooperative teaching;The second is to carry out cooperative teaching interdependence design for teacher groups and expand cooperative teaching interaction methods.The third is to suggest the school to encourage teachers to participate in cooperative teaching actively,reconstruct the cooperative teaching evaluation system,and provide continuous and stable energy and atmosphere for cooperative teaching between Chinese-foreign teachers.