对外汉语教学在泰国发展迅速，汉语学习者和汉语教师志愿者人数众多，合作教学效果好且有实现的条件，但在很多学校尚未完全展开。本文选取曼谷Seekan学校中泰教师汉语合作教学为研究对象，笔者在对教学对象、合作教师、课程设置、教学环境等有了基本了解之后，针对不同的年级、分别在语言课堂和文化课堂设计并采取不同模式的合作教学，是一种新的尝试，提高了学生的学习兴趣，取得了良好的教学效果。其中，针对高年级的文化课程选择典型模式，多位教师根据各自特长以平等的地位教学，共同对本教学内容、过程以及考核等负责；针对高年级的语言课堂选择支持模式，两位老师依据教学目标确定角色定位，一位教师主导，另一位教师辅助教学；针对低年级初级阶段教学对象的汉语课堂选择平行模式，两位教师负责不同小组，平行地展开教学活动。事实上，不同的教学模式有其特定运用范围，需要根据实际情况做出调整，给合作教师增加了工作负担；此外教师对合作教学缺乏经验、存在文化与语言交流障碍，中泰教师教学理念、个性等差异明显，合作也面临着一些困难。本文通过分析典型案例，展示具体可行的合作教学课堂，并根据教学效果进行总结，提出改进意见。本文由以下几个部分组成： 第1章为绪论，说明课题的缘起、意义和研究方法，对文中出现的“教学”、“合作教学”重要概念进行鉴定。 第2章为汉语教学现状分析与调查，简单介绍了泰国汉语教学发展历史，详述了曼谷Seekan学校汉语教学发展情况，调查了教师、学生与课程设置的基本情况，并分析其中存在的问题。 第3章为合作教学案例分析，记录和总结不同年级不同课堂中的合作教学模式，提出合作教学建议和策略。 第4章为结语，得出本课题的结论、总结不足，提出改进意见。

Teaching Chinese as a foreign language has grown rapidly ,and there are a large number of Chinese learners and Chinese volunteer teachers in Thailand.Cooperative teaching is effective and achievable.However, it has not been fully implemented in many schools.This paper study on Chinese-Thai teachers' cooperative teaching in Seekan school.After having a basic understanding of the teaching subjects, cooperative teachers, syllabus and teaching environment,I designed and adopted different modes of cooperative teaching for different grades, respectively in language classes and cultural classes,which was a new attempt to improve students' interest in learning and has achieved good teaching results.We take the typical model in high school Chinese culture classes--A number of teachers give lessons on?equal?status according to their respective specialties and are jointly responsible for the teaching content, process, assessment, etc.Second,we take the support model in high school language classes--two teachers determine the role based on the teaching objectives. One teacher leads and the other teacher assists teaching.Besides, we take the parallel model for junior level in junior middle school, two teachers are responsible for different groups and carry out teaching activities at the same time. In fact, different teaching modes have their specific scope of application, adjustments need to be made according to actual conditions, which increases the workload for teachers.In addition, there are the lack of experience in cooperative teaching ,culture and language barriers ,significant differences in the teaching ideas and personality between Chinese and Thai teachers,which makes Chinese and Thai teachers face difficulties in cooperation. Trough analysis in typical cases,I want to show some feasible cooperative teaching cases and summarize the advantages and advice for improvement .This paper is composed of the following parts. The first chapter is the introduction, explaining the origin, significance and research methods of the subject, and identifying the important concepts of "teaching" and "cooperative teaching" in the paper. The second chapter analyzes and investigates the status quo of Chinese language teaching, briefly introduces the development history of Chinese language teaching in Thailand, details the development of Chinese teaching in Seekan School in Bangkok, and surveys the basic situation of teachers, students, and curriculum settings, and analyzes the existing problems. The third chapter analyzes cooperative teaching cases, records and summarizes cooperative teaching modes in different grades and different classes, and proposes cooperative teaching suggestions and strategies. The fourth chapter is the conclusion, draws conclusions and summarize the problems of this topic, and puts forward suggestions for improvement.