1 Introduction

The rise of online collaborative teaching models between Chinese and foreign teachers in the context of globalization and digitization poses both challenges and opportunities for language policy and planning. Chinese language education plays a crucial role in international Chinese language education and is essential for overseas Chinese youth to inherit Chinese culture. The epidemic has led overseas Chinese language schools to switch to online teaching. The Chinese government has cooperated with overseas Chinese language schools to implement online collaborative teaching, effectively responding to teaching interruptions. The "China Education Modernization 2035" emphasizes deepening international education cooperation, building a new ecology of education opening up to the outside world, and providing policy guidance for online collaborative teaching. This model heralds a profound transformation in international Chinese education and even global language teaching, demonstrating broad prospects for international cooperation in education. This article takes the Chinese oral teaching practice of Moha School in Indonesia as a case study to explore the role of online collaborative teaching mode in overseas Chinese education, as well as its contribution to educational modernization, global education equity and quality improvement, providing reference and inspiration for global education research and practice.

Theoretical and background analysis of online collaborative teaching between Chinese and foreign teachers

Deeply explored the theoretical basis and research development of online collaborative teaching between Chinese and foreign teachers. Collaborative teaching originated in the United States in the 1950s, proposed by William M. Alexander in the 1960s as the "team teaching" model, emphasizing collaboration among multiple teacher teams. Since the 1990s, collaborative teaching has received attention in the international education field, and the development of information technology in the 21st century has promoted the concept of "cloud collaborative teaching". The online collaborative teaching model between Chinese and foreign teachers is an innovative application of collaborative teaching theory, involving the collaboration between Chinese teachers delivering lectures and overseas non-native language teachers managing on site. This model has rapidly developed in the context of the global pandemic, and relevant research has provided empirical guidance for the transition of online teaching, especially in areas such as technological preparation, teaching management, student engagement enhancement, and collaborative teaching strategy design.

Analysis of the Application of Online Collaboration Models between Chinese and Foreign Teachers in the Chinese Oral Class of Mohua School in Indonesia

Starting from 2022, Beijing Institute of Chinese Language and Culture will collaborate with the Indonesian Moha Three Language National School to enhance the quality of global Chinese language education through online collaboration between Chinese and foreign teachers. This model achieves dual track parallel teaching through cross-cultural and cross regional collaboration among teacher teams. Online teachers rely on the professional background of Beijing Chinese University, while offline teachers serve as local cultural bridges. Curriculum design and technological environment optimization are key, integrating domestic and foreign teaching syllabi to achieve seamless integration of teaching content and enhance students' language immersion. This model is based on teacher team collaboration theory, cross-cultural competence theory, distance education theory, and instructional design theory. Chinese and foreign teachers jointly design courses and teaching activities to promote teaching innovation. Chinese teachers serve as online lecturers, while foreign teachers act as offline collaborators, integrating Chinese language and historical culture with the local culture and educational philosophy of the target country. Online platforms and instant feedback tools achieve a synergistic effect between online and offline teaching and management. Foreign teachers' participation combines standardized teaching design with local realities, enhancing adaptability and sensitivity to local culture. The human-computer interaction method promotes information sharing and collaboration, but cannot completely replace the on-site feeling and interactivity of face-to-face classrooms.

The Value and Significance of Online Collaborative Teaching between Chinese and Foreign Teachers

The online collaborative teaching model between Chinese and foreign teachers has dual advantages in terms of economic benefits and teacher capacity improvement, saving financial expenditures, optimizing resource allocation, and bridging the gap between theory and practice through real-time teaching demonstrations and deep interactions, thus improving teaching quality. This model has verified the significant effectiveness of collaborative work between online and offline teachers through the cooperation case between Beijing Chinese University and Mohua School in Indonesia. Chinese and foreign teachers have achieved professional improvement and maximized teaching efficiency. This model has high flexibility and adaptability, and can be flexibly adjusted according to different educational contexts, requiring education policy makers and implementers to creatively apply and adjust teaching forms. The simplified configuration of technology is the key to the rapid popularization of this model. The low threshold technology configuration scheme adapts to the diverse environment of overseas Chinese schools, providing a feasible technology access example for language education worldwide and promoting the simultaneous development of education equity and quality.

5 Challenges and Response Strategies

Explored the challenges faced by online collaborative teaching models between Chinese and foreign teachers in the field of Chinese language education, and proposed corresponding response strategies. The challenges include insufficient technical tools, imperfect teacher assessment and incentive mechanisms, and inadequate teacher professional growth and collaboration mechanisms. To address these issues, strategies have been proposed to develop specialized technical tools, improve teacher assessment and incentive mechanisms, and optimize teacher professional growth and collaboration. Specific measures include innovative design of human-computer interaction technology tools and platforms, establishment of clear teacher responsibility frameworks and three-dimensional assessment and incentive systems, strengthening pre training systems, building resource sharing platforms, implementing continuous interaction and feedback mechanisms, and promoting teacher role transformation. The implementation of these strategies requires guidance from government departments and support from language policy planning.

6 Conclusion and Prospect

The online collaborative teaching model between Chinese and foreign teachers is an innovative practice in the context of educational globalization. Through digital platforms, it promotes the cross-border flow and sharing of educational resources, provides teacher support for overseas Chinese language education, and improves the quality of education. This model is applicable to various overseas Chinese language schools and online Chinese training institutions, and will play an important role in future international Chinese education. It has established a new type of international education partnership, demonstrated the potential of language policies to promote internationalization of education, provided diversified learning opportunities for global students, enhanced learning experiences, and improved teaching quality and learning outcomes. With the advancement of technology and deepening international cooperation, this model will become a key pillar of international education exchange, promoting the openness and integration of the global education system. Its application prospects are broad, and it will play an important role in promoting global education equity, improving education quality, and cultivating cross-cultural communication skills. This study provides practical guidance for online collaboration in Chinese education, and also opens up new ideas for educational cooperation in other language and cultural backgrounds. It is expected to promote the development of cross-border collaboration models for second and foreign language teaching worldwide, cultivate talents with international perspectives, and improve the global education level. In the future, it is necessary to continue to deepen research on online collaborative teaching between Chinese and foreign teachers, optimize strategies and practical paths, and adapt to the challenges and opportunities of leading global educational changes.