J4 ›› 2012, Vol. 11 ›› Issue (11): 97-100.
• 教育教学改革与研究 • 上一篇
根据母语的不同，国际汉语师资可分为“母语为汉语”和“母语非汉语”两类。“母语非汉语”的国际汉语教师，即外国本土化的汉语教师，将是未来国际汉语师资的主要力量。因此，编写国际汉语师资培训教材应该面向师资的不同来源，注重功能目标为主导的模式，坚持“培训”与“培养”相区别的原则，尽力克服因编写缺陷导致的偏误。
International Chinese teacher in view of their own mother tongue, could be divided into two types: one speaks Chinese as mother tongue, the other speaks Chinese as non-mother tongue. The latter who is localized foreign Chinese teacher will be the main force of international Chinese teachers in the future. Therefore, when we are compiling the training textbooks for the international Chinese teachers, we should consider teachers speak different mother tongues, pay attention to the function-target leading model, persist in the principle that training differs from cultivating and overcome errors brought by the defect in compiling.
