CAJ | 학술논문

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。
근거모어적불동，국제한어사자가분위“모어위한어”화“모어비한어”량류。“모어비한어”적국제한어교사，즉외국본토화적한어교사，장시미래국제한어사자적주요역량。인차，편사국제한어사자배훈교재응해면향사자적불동래원，주중공능목표위주도적모식，견지“배훈”여“배양”상구별적원칙，진력극복인편사결함도치적편오。
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.