自2011年开始北京市朝阳区教委与Biss国际学校开展了一个英语课堂教学实验项目——中外合作团队教学实践研究课题项目。这个项目通过合作授课的模式，充分发挥了中、外教师优势互补效应，让学生在40分钟的课堂上得到交际能力和语言能力的最大提高。经过开始一段时间的合作教学，研究者发现这种教学模式存在着一些问题，如中外方教师如何能更好的达成统一的理念共同备课？采用什么样的教学模式上技能课，是更偏重中方的传统教学模式还是完全遵从外教的教学理念？如何管理课堂？研究者查阅了大量的资料发现目前小学的教学经验并不多，所以研究者结合自身学校情况，进行了一个学期的时间进行行动研究，不断摸索和积累更加完善的小学中、外教合作教学的规律和模式，取得了初步的成效。本论文共分六部分。第一部分包括两大内容一是课题的提出，主要针对研究者在参与中、外教师合作教学项目后，经过一段时间的实践后发现的一些问题并提出命题内容。其次是文献分析。之后是文献综述部分，这部分主要对合作教学的相关概念和历史进行深入的研究。合作教学的理论支撑、作用和意义，我国高校和小学中外教师合作研究的现状。并且为第二部分的论述奠定理论基础，也就是行动研究的设计部分，这部分的主要内容包括行动研究的对象、目标，研究采用的方法，工具，以及研究过程的设计。第三部分是行动研究实施的过程。包括了初步实施阶段，第一步调整阶段和第二步调整阶段。第四部分为研究结果部分。课堂观察、成绩对比以及访谈对比的结果被作为实施效果的检验方式。第五部分主要是对所研究内容的认识和反思，对本文的研究过程进行梳理，从而对课题研究所存在的问题进行深入的挖掘，之后有针对性的提出相应的解决对策。第六部分总结全文。

Since the beginning of 2011, Chaoyang District Board of Education and Biss conducted a project—Sino-foreign cooperation teaching. This project acted out through cooperation model which give full play the advantages of Chinese and foreign English teachers. It allows students’ communicative competence and language skills to get the maximum increase in the classroom. After a period of cooperation teaching, the researcher found that the teaching model has some problems, such as the foreign teachers on how to better reach a unified concept of co-planning? What kind of teaching lessons on skills, is more emphasis on Chinese traditional teaching model or fully comply with foreign teacher’s ideas? How to manage the classroom? The researcher checked the data about the elementary level has not yet abundant successful experience. Therefore, the researcher will take a semester to act out the research in my school. The researcher continues to explore and accumulate more complete the rules and patterns of Sino-foreign cooperation primary school teaching model.The paper is divided into six parts. The first part includes two contents. The first one is issues raised. It refers to the researcher who involved in the project found some problems after a period of practicing. Literature review includes cooperative teaching of history, the concept of cooperative teaching, cooperative teaching theoretical support, the role and significance of university and primary school teachers in collaborative research. The second one is the literature review. The second part is the action research design. It includes action research object, objectives, research methodology, tools and the design of the research process. The third part is the implementation of the action research process. It includes the initial implementation phase, the first step adjustment phase and the second adjustment phase. The fourth part is the findings. The results of tests are through classroom observation, interviews and performance comparison. The fifth part is the reflection and revelation, it reviews the process of research, summarizes the research meaning and existing problems. The sixth part is the conclusion.