Sino-Foreign Cooperation in Education: An Effective Approach for the Transformation and Development of Local Universities

English teaching is not only in the key position, but the effect of innovation directly affects the success of the Chinese and foreign cooperative running programs. Sino-foreign cooperation in educational project belongs to the new model of school running, which puts forward higher demands for the English teaching in the transition and development of local universities. Under this background, only focusing on the teaching problems in students’ learning motivation is not enough, weak teaching strength, teaching materials localization and other aspects of teaching have become major problems. Therefore, it is of great significance to strengthen the teaching status analysis and propose targeted optimization strategies for English teaching [1]. Sino-foreign cooperation in running schools is a bilateral educational institution, which aims at the education and teaching activities held in China under the policy of related school running regulations and implementation methods. With the increasing demand for talent in China, the teaching model has been widely concerned and recognized by all walks of life. Although the undergraduate English teaching in the project has made a great progress, it still has a large room for improvement and is worth studying. 1. Significance and achievement of Chinese and foreign cooperative school running projects First of all, we should draw on the teaching experience of foreign advanced countries, actively absorb the resources of high quality education, and improve the quality and level of running a university in China. With the help of higher and vocational education, the introduction of foreign educational resources in China’s Sino foreign cooperation in running schools has a clear explanation in the Chinese foreign cooperation in running schools Ordinance (2003). The internationalization of education development today, the correct understanding of Sino foreign cooperative education project is the key, combined with TAEE, absorbing foreign advanced experience in teaching, such as teaching methods, advanced technology, teachers, curriculum resources for colleges, higher occupation education in our country, both at the school level, scale grade, quality is more good than harm [2]. Secondly, in order to meet the needs of economic and social development, more international talents can be trained in the society. With the rapid development of economy, the demand for comprehensive talents in various fields has been expanding. Training international technology and management talents has become an important task of higher education. Through international cooperation, the gap between domestic higher vocational education and national education can be shortened. In addition, in the practice of Chinese and foreign cooperation in running schools, a large number of international and high-quality talents have been trained, and the sustainable development of the economy and society plays an important role. First of all, it meets the needs of the labor market for talents and strengthens the category of talent training. In the Sino foreign cooperative education project, teaching a part by professional accomplishment, the teacher occupation skills at home, the other part of the course teaching by teachers, bilingual teaching for students is not only a challenge is an exercise of students’ English ability, professional skills and literacy, the future employment competitiveness of great help [3]. Secondly, the professional development and curriculum system are optimized. Through Chinese and foreign cooperation, students can come into contact with advanced teaching methods, ideas and Journal of Social Sciences Studies, Volume 3, ISSN: 2664-0287 Copyright © (2019) The Authors and AEE DOI: 10.35532/JSSS.V3.097 434 teachers in foreign countries, so as to achieve the integration of western culture. Foreign teaching idea pays more attention to student dominance, and pays more attention to students’ autonomous learning, active participation and practical skills training, while making up for the drawbacks of traditional teaching in China, and improving the professional curriculum system. Finally, the teachers are strengthened to ensure the quality and quality of the course teaching. Actively introducing foreign advanced teachers, management evaluation and management mode can help teachers achieve teaching improvement, and improve teachers’ professional quality and professional skills. The communication and communication between Chinese and foreign teachers not only achieves experience sharing, but also promotes the systematic and standardized development of teaching management, so as to ensure the overall teaching level and quality improvement. 2. The present situation of English teaching in Chinese and foreign cooperative schools There are limited basic knowledge of English for local undergraduate universities in Sino foreign cooperation in running schools, and individual differences in English acceptance ability are large. Most of the scores belong to the middle and lower scores of the admission line, and the theoretical knowledge and practical ability are relatively lack, and they do not have the good habit of self-study. Only 30% of the students who choose to study abroad through investigation and development are generally superior families, but their self-control is poor. They rely on teachers to help them allocate their time and plan for the future. In Sino foreign cooperative education programs, English teachers mainly include domestic teachers, foreign teachers, and foreign teachers, which help students build good learning atmosphere and help students’ English language sense correction, cultural exchange, and so on, and students’ interest in learning. But the disadvantages lie in the following aspects. Firstly, the resources of foreign teachers are relatively few, and the introduction of foreign teachers is lack of supervision. The procedures are not good enough, and the introduction mechanism is not standardized, which leads to the lack of unity of professional skills and professional accomplishment of foreign teachers. Secondly, the foreign education is unstable and fluidity, and it is not conducive to the students’ learning progress, the connection of teaching tasks, and the transition of the teaching situation. In addition, the foreign language teaching level is limited, and there are obstacles to communicate with Chinese teachers and students. It can not fully grasp students’ individual differences and needs for English teaching, which leads to teaching objectives deviating from reality, and failing to achieve teaching needs and teaching students in accordance with their aptitude can not guarantee teaching efficiency and quality. Finally, there is a lack of communication between Chinese and Regional Teachers in different cultures and different teaching concepts. Therefore, conflicts between teachers and students can not be avoided, so it is difficult to ensure teaching effectiveness [4]. First of all, the localization of the teaching materials is serious. Teaching material is an important medium to guarantee the effect of teaching, and it is also an important carrier for students to absorb knowledge. The teaching material resources, which are in line with the Chinese and foreign cooperative school programs, can provide students with more targeted examples of Chinese and foreign cultural knowledge. But in fact, the teaching materials used by local undergraduate colleges and universities are still original textbooks, which are awkward in the introduction of foreign teaching material resources, the lag of traditional teaching materials and the difficulty of compiling textbooks. Partners to provide materials, far beyond the actual acceptance of students ability, make the students not the first reaction of foreign teachers teaching information, and it is difficult to express and communicate with foreign teachers in normal, their thoughts and feelings can not express, also need to solve the problems in current English teaching. Secondly, in the teaching method, the information teaching is not realized. A single teaching method not only reduces students’ interest in learning, but also does not fully explain the contents of teaching. It is not conducive to students’ English listening, speaking, reading and writing, as well as the comprehensive ability of personalization and creativity.