J4 ›› 2012, Vol. 11 ›› Issue (11): 97-100.
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.
