本文基于新西兰奥克兰地区的汉语教学情况，并结合自身的教学经历和对2017年在当地任教的志愿者进行调查后的结果，较为全面地掌握了汉语协同教学这一教学模式在奥克兰地区的实施情况。包括进行协同教学学校的比例、学校的汉语师资、汉语课程时长与上课频率、学生人数、学生的汉语水平、母语为汉语的学生比例等。同时本文以奥克兰地区Takapuna小学为例，重点介绍了该校汉语课程的开设情况，分析了该校开展协同教学的必要性，该校实施协同教学的充分条件，推动该教学模式顺利开展的相关因素。 我们根据教学主体和教学内容，尝试了三种教学模式来实施汉语协同教学，同时将其与其他国家的协同教学开展情况进行对比，概括出新西兰协同教学过程中的一些独特之处。本文的最后，我们综合了对该校当地教师的访谈，对学生学习测试结果，并结合奥克兰地区汉语教师志愿者的问卷，发现协同教学对志愿者、当地教师和学生都产生了积极的影响。最后，笔者从自身经历出发，结合其他志愿者的访谈内容，提出协同教学在奥克兰地区未来应如何继续开展的相关建议。 全文共分为五个部分。第一部分为绪论，主要介绍了选题的缘由，国内外协同教学的研究，包括国内外对协同教学的定义、特点和应用。第二部分主要围绕新西兰的汉语教学展开，包括新西兰小学教育的特点，协同教学在奥克兰地区的开展情况。第三部分以Takapuna小学为主，介绍该校的汉语课程开设历史，开展协同教学的必要性，分析了该校能够顺利开展汉语协同教学的有利因素，重点介绍了汉语协同教学在该校开展的三个阶段的教学案例，探索协同教学在当地的独特之处。第四章我们从志愿者、当地教师、学生三个角度，展示了汉语协同教学实施后的教学效果。根据多方面的教学反馈和笔者自身的教学经历，我们在第五章提出了汉语协同教学未来发展过程中需要注意的问题和操作性强的教学建议。

Based on the Chinese teaching in the Auckland region of New Zealand, this paper combines the teaching experience and the results of the survey conducted on local volunteers in 2017 to comprehensively grasp the implementation of the Chinese collaborative teaching model in the Auckland region. Including the proportion of collaborative teaching schools, the Chinese teachers in the collaborative teaching schools, the duration and frequency of Chinese courses, the number of students, the Chinese level of students, and the proportion of students whose native language is Chinese. At the same time, this article takes Takapuna Elementary School in Auckland as an example, and introduces the establishment of Chinese language courses in the school. It analyzes the necessity of the school to carry out collaborative teaching. The school has sufficient conditions to implement collaborative teaching, which can ensure the smooth development of the teaching mode. Based on the teaching subject and teaching content, we tried three teaching modes to implement Chinese collaborative teaching. At the same time, we compared it with the collaborative teaching in other countries, and summarized some unique features in the New Zealand collaborative teaching process. At the end of the paper, by integrating the surveys, interviews and tests conducted by local teachers and students in the primary school, and combining the questionnaire results of Chinese teachers volunteers in the Auckland region, it is concluded that after the collaborative teaching is carried out, the teachers' teaching ability is improved, and the students' interest in Chinese learning has also been enhanced. Finally, the author starts from her own experience, combines the interview content of other volunteers, and puts forward relevant suggestions for the future development of collaborative teaching in the Auckland region, hoping to provide some help for the future work of Chinese teacher volunteers. The full text is divided into five parts. The first part is the introduction, which mainly introduces the reason of the topic selection, the research on collaborative teaching at home and abroad, including the definition, characteristics and application of collaborative teaching at home and abroad. The second part focuses on the development of Chinese language teaching in New Zealand, including the characteristics of primary education in New Zealand and the development of collaborative teaching in the Auckland region. The third part is based on Takapuna Elementary School. It introduces the history of Chinese language courses in this school, the necessity of collaborative teaching, and analyzes the favorable factors that promote Chinese collaborative teaching in this school. It focuses on the three stages of collaborative teaching and the teaching cases of each stage to summarize the national characteristics of Chinese collaborative teaching in New Zealand. In the fourth chapter, we show the teaching effect after the implementation of Chinese collaborative teaching from the perspectives of volunteers, local teachers and students. According to various aspects of teaching feedback and the author's own teaching experience, we propose the problems that need to be paid attention to during the future development of Chinese collaborative teaching and the practical teaching suggestions in the fifth chapter.