随着海外汉语教学的蓬勃发展，很多意大利中学纷纷开设汉语课程，其中大部分学校都与邻近孔子学院建立合作机制，采用中意汉语教师合作的模式进行汉语教学。这一模式旨在充分发挥中意教师双方的语言、文化等优势，为广大中学生学习者带来更加全面而科学的汉语教学。事实上，由于种种原因，意大利中学汉语合作教学的实施过程中出现了各种各样的问题，未能使合作教学效果最大、最优化。本研究以意大利法诺市 Guido Nolfi中学初级班为例，结合真实的意大利中学汉语教学经历，综合整理文献资料，通过课堂观察、案例分析、问卷调查和访谈等方式，获取了第一手的详实材料，提出法诺中学初级班汉语合作教学存在的六大问题，分析问题成因，并对法诺中学采取的改进措施进行整理阐述，以法诺中学初级班合作教学情况为例，尝试着对开设汉语合作课程的意大利中学提出一些参考性建议，希望对意大利中学汉语合作教学的研究、实施与改进有所帮助。

论文包括六章内容，本着发现问题、分析问题和解决问题的思路，以法诺中学初级班为例，对意大利中学的汉语合作教学情况进行研究。

第一章为绪论部分。本章主要陈述了论文研究的选题缘起，以及本研究在理论和实践上的主要意义，还有研究设计到的文献与案例分析、课堂观察、问卷调查和访谈方法，最后从合作教学理论、其他国别汉语合作教学研究和意大利汉语合作教学研究这三方面进行了文献综述。

第二章为开展意大利法诺中学汉语合作教学研究的可行性分析。本章分别从意大利中学汉语合作教学的理论基础、教学点法诺中学的情况分析和研究中进行的材料收集三个方面，陈述了开展研究的可行性，为后续论文做好准备。

第三章为对意大利法诺中学汉语合作教学中问题的分析。本章通过课堂案例、教师访谈和学生问卷调查等方式，提出法诺中学初级班的汉语合作教学中存在着六大问题，分别是课程设置问题、教材选择与使用问题、教师结构问题、教师分工问题、教学设计问题和课堂管理问题，并对每类问题在合作教学实践中的具体表现方式进行了研究。

第四章为对意大利法诺中学汉语合作教学中问题成因的分析。本章基于合作教学中的六个问题，从孔子学院、教学点校方、中意教师和初级班学生身上，寻找合作教学问题成因。论文认为，在法诺中学初级班的合作教学中，引起合作教学模式中的课程设置问题具体原因包括校方与孔院双方合作不够紧密、开班受资金及教室限制及校方开展汉语合作教学经验不足等；合作教学中的教材选择使用问题主要是由于合作疏漏、孔院缺少教材资源和教师选择倾向强等原因；合作教师结构问题的成因包括汉语师资储备不足、教师搭配依赖行政指令两方面；影响合作教师分工的因素包括师资经济性、模糊的分工依据等；合作教学设计问题受到教师主观合作意愿、教材不一及平行合作模式、教师双方沟通等因素影响；合作教学中的课堂管理问题的成因则主要包括教师存在观念及文化差异、中方教师缺少管理优势和初级班青少年学生带来的管理难度等。

第五章为意大利法诺中学汉语合作教学问题的改进措施研究。本章主要介绍了合作教学出现问题的情况下，法诺中学初级班做出的各项改进措施，并研究了措施发起的合理之处及实施效果。针对合作课程设置问题，法诺中学汉语合作教学小组优化现有教学安排，初步生成合作计划，调整班级划分，优化考核制度，加大了管理力度；在教材选择方面，校方与孔子学院互相配合，确定了学生用书，教师用书也在基本一致的同时博采众长；在合作教师结构的改进上，法诺中学优化教师课时安排，进一步整合教师资源，加强了教师教学质量提升；针对中意教师分工问题，校方提前制定课时安排，灵活调整课时数量，教师也做出内容分工调整；在合作教学设计方面，中意教师进一步摆正合作教学心态，进行查漏补缺，完善沟通机制；在课堂管理问题上，中意教师及时完善了课堂管理标准，改进管理手段，拓宽管理内容，积极改善课堂管理问题。这些改进措施在一定程度上缓解了法诺中学初级班的合作教学问题，取得了一些成效。由法诺中学推广到其他意大利中学汉语合作课堂中，论文尝试着对汉语师资培训、孔子学院、教学点校方和中意汉语教师等主体提出一些参考性建议，以期改进意大利中学汉语合作教学的教学效果。

第六章为结语部分。本章对研究得出的结论和成果进行总结，归纳出以法诺中学为例的意大利汉语合作教学所存在的问题、成因及改进措施，此外，论文还对研究存在的不足和进一步展望做了说明。

With the rapid development of Chinese teaching abroad, many Italian secondary schools have set up Chinese language courses, most of which have established cooperation mechanisms with neighboring Confucius Institutes and used the model of Chinese-Italian teacher cooperation to teach Chinese. This model aims to give full play to the language, culture and other advantages of both Chinese and Italian teachers, and bring more comprehensive and scientific Chinese teaching to the learners of middle school students. In fact, due to various reasons, various problems have arisen in the implementation of Chinese cooperative teaching in Italian secondary schools, which have failed to make cooperative teaching the most effective and optimized. Taking guido Nolfi middle school primary class in Fano, Italy, as an example, combined with the real Experience of Chinese teaching in Italian middle school, combining the literature, obtaining first-hand detailed materials through classroom observation, case analysis, questionnaire survey and interview, put forward the six major problems of Chinese cooperative teaching in the primary classes of Fano middle school, analyze the causes of the problems, and put the improvement measures taken by Fano middle school as an example. Try to put forward some reference suggestions for Italian secondary schools offering Chinese-language cooperative courses, hoping to be helpful to the research, implementation and improvement of Chinese cooperative teaching in Italian secondary schools.

The thesis includes six chapters, in line with the idea of finding problems, analyzing problems and solving problems, taking the primary class of Fano middle school as an example, to study the cooperative teaching of Chinese in Italian secondary schools.

The first chapter is an introduction. This chapter mainly expounds the theoretical and practical significance of the study, introduces the five research methods used in the study, namely, literature analysis method, case analysis method, classroom observation method, questionnaire method and interview method, and finally carries out the literature review from the three aspects of cooperative teaching theory, other country-specific Chinese cooperative teaching research and Italian-Chinese cooperative teaching research.

The second chapter is the feasibility analysis of the study of Chinese cooperative teachingin Fano middle school in Italy. This chapter, from the theoretical basis of Chinese cooperative teaching in Italian secondary schools, teaching point srole of the situation analysis and material collection in the middle school, the feasibility of carrying out research, in preparation for the follow-up thesis.

The third chapter is an analysis of the problems in the cooperative teaching of Chinese in Fano middle school in Italy. This chapter, through classroom cases, teacher interviews and student questionnaires, puts forward six major problems in the Chinese cooperative teaching of the primary classes of Fano middle school, namely, curriculum setup, teaching material selection and use, teacher structure, teacher division of labor, teaching design and classroom management, and studies the specific manifestations of each kind of problem in cooperative teaching practice.

The fourth chapter is an analysis of the causes of problems in the cooperative teaching of Chinese in Fano middle school in Italy. Based on five questions in cooperative teaching, this chapter looks for the causes of cooperative teaching problems from Confucius Institutes, teaching schools, Chinese teachers and primary class students. The paper holds that in the cooperative teaching of the primary class in Fano middle school, the specific reasons for the curriculum setting in the cooperative teaching model include the lack of close cooperation between the school and the Kong Academy, the lack of funds and classroom restrictions on the opening of classes and the lack of experience in the development of Chinese cooperative teaching in the school, etc.; The factors that affect the division of labor of cooperative teachers include the economics of teachers, the vague basis of division of labor, etc., the problems of cooperative teaching design are influenced by the teachers' subjective willingness to cooperate, the different teaching materials and parallel cooperation mode, the communication between teachers and other factors, and the causes of classroom management problems in cooperative teaching mainly include the existence of teachers' concepts and cultural differences, the lack of management advantages of Chinese teachers and the difficulty of management brought about by the junior students in primary classes.

The fifth chapter is a study on the improvement of Chinese cooperative teaching in Fano middle school in Italy. This chapter expounds some measures taken by the school to improve the quality of Chinese cooperation in primary classes, and studies the rationality and effectiveness of these improvement measures. In view of the problem of cooperative curriculum setup, the Chinese cooperative teaching group of Fano middle school optimizes the existing teaching arrangement, initially generates the cooperation plan, adjusts the class division, optimizes the assessment system, and strengthens the management efforts; In advance, the school makes the schedule of classes, flexible adjustment of the number of hours, teachers also make content division adjustment, in the cooperative teaching design, the Chinese teachers further put forwardthe cooperative teaching mentality, to find gaps, improve the communication mechanism, in the classroom management issues, the Teachers in time to improve the classroom management standards, improve management means, broaden the management content, and actively improve the classroom management problems. To some extent, these improvement measures alleviate the problem of cooperative teaching in the primary classes of Fano middle school, and have achieved some results. From The promotion of Fano middle school to other Italian secondary schools in the Chinese cooperation classroom, the thesis tries to put forward some reference suggestions for Chinese teacher training, Confucius Institute, teaching point school and Chinese language teachers, etc., with a view to improving the teaching effect of Italian secondary Chinese cooperative teaching.

The sixth chapter is the conclusion part. This chapter summarizes the conclusions and achievements of the study, summarizes the problems, causes and improvement measures of the Italian-Chinese cooperative teaching with Fano middle school as an example, and also explains the shortcomings and further prospect of the research.