课内外语言输入與输出平衡发展的设计与实证研究- 以高级阶段的对韩汉语教学为中心

한재균,전긍 한국중국언어문화연구회 2013 한중언어문화연구 Vol.- No.32

The process of learning languages involves acquiring and comprehending linguistic knowledge. Much debate has been conducted on the topic of language input and output in Chinese language teaching at the college level in China, but not in Korea, where the method of providing Chinese language education has been somewhat unbalanced. To elaborate, Chinese language education in Korea has focused on acquiring the language itself rather than on teaching students how to put it into practice. This study, which is based on teaching theories pertaining to foreign languages and constructivism, divided Chinese language classes into in- and out-class training activities. This study also discussed theoretical and practical studies to advocate the establishment of a student-centered teaching mode in which in- and out-class training activities are created and conducted. A way to reform the mediums and methods of teaching and to carry on the second class room activities is to set up an environment for Chinese language learning in which students are provided opportunities to practice their language and to participate in communication activities; this way, they can acquire the ability to actually use the language. To prove that it is feasible to apply a combination of language input and output in language teaching for students in Korea, the author conducted an experiment, lasting one semester, with 23 students of two classes for advanced learners in a certain college’s Chinese language department. The Chinese teacher was the author herself. The result of the general examinations with a common test paper for all the students from advanced learners in our school is feasible with actual and scientific data. The outcome of the experiment shows that it is feasible to use a combination of language input and output in Chinese language teaching for students in Korea. According to the results of the survey, both learners and teachers should pay careful attention to certain details of both input factors and output factors. On the one hand, from the viewpoint of input, teachers should ensure learners’ favorable quality, quantity, reliability, and significance of the input language. On the other hand, from the viewpoint of output, teachers should provide a relaxed and ordered setting for learners to practice their output. Both input and output are implemented in different modes in Chinese language teaching at the college level. Different teaching modes can be applied to different teaching contents. Therefore, it is necessary to research input and output in different teaching modes. Combining all the positive elements of different teaching modes leads to ideal and effective teaching. Additionally, a better understanding of input and output theories can facilitate Chinese language teaching and learning. This study, on the basis of the fact that Korean students are more competent in reading than in writing and speaking, analyzes how language input and output are used in Chinese language teaching at the college level in Korea. It also points out that language input and output must be balanced. Additionally, using language input and output theories, this study stresses the importance of practice in language output. Finally, it also suggests some ways to make students achieve a balance with regard to linguistic competence. The aforementioned analysis shows that language input and output theories can help improve the state of Chinese language education in Korea.

臺灣華語文敎學發展及相關機構硏究與分析

리억기,한용수 한국중문학회 2016 中國文學硏究 Vol.0 No.62

Comparing with the research of China’s teaching Chinese as a second language, there are less research of Taiwan teaching Chinese as a second language in Korea. In fact, the Taiwan teaching Chinese as a second language has developed and has also taken a certain status in the international market. More and more foreigners come to Taiwan to learn Chinese. As an international students from Taiwan, I want to introduce the organization of Taiwan teaching Chinese as a second language, and let the South Korea students know more about it, also show the differences between the Taiwan teaching Chinese as a second language and China’s Chinese language. The teaching Chinese as a second language is not only developing in China, but also developing in Taiwan. The teaching Chinese as a second language in Taiwan also has a certain charm so that many students choose Taiwan to learn Chinese. I hope this paper can make more Chinese language learners in Korea to know about the teaching Chinese as a second language in Taiwan, and make contribution to the Chinese language education in Korea. We also focus on the similarities and particularities Taiwan’s teaching Chinese as a second language development to show the outline of it. In this paper, literature, periodicals, reference papers and related web sites will be mentioned to introduce the origination of Taiwan’s teaching Chinese as a second language. And Taiwan’s various university language centers and units of the Department of teaching Chinese as a second language will be introduced, so far as the academic communities.

근대 계몽기 어문 교과의 형성에 관한 연구 : 근대 계몽기 학술 잡지를 중심으로

조희정 국어교육학회 2003 國語敎育學硏究 Vol.16 No.-

본 논문은 근대 계몽기 학술 잡지 13종을 대상으로 하여 근대 국민국가 건설과 관련해서 강조되었던 '어문' 교과의 형성 과정에 대한 고찰을 목적으로 삼았다. 근대 계몽기 들어 '국문'이 자국어로 포착됨으로써 원칙적으로 '국문'에 대한 교육이 강조되었음에도 불구하고 실제 교육속에서는 국문 교육과 중세부터 이어온 한문 교육이 혼용되고 있었다. 그러나 실제 교육 현장의 상황을 의도적으로 재편ㆍ견인하고자 하는 이론적 모색이 등장하였는데, '어문 교과' 개념을 매개로 이를 확인할 수 있다. 근대 교육의 도입과 함께 등장한 '교과'의 개념은 신학문, 신교육의 특징적 면모라 할 수 있다. 곧 교과 개념의 등장은 곧 단일하지 않은 교육 목표의 세분화, 이를 위한 교과 재료의 선택, 그리고 과학적인 교수 등의 요소를 동시적으로 포괄하는 현상으로 이러한 교과 개념의 등장은 중세부터 지속되고 있었던 전통 교육에 대한 의도적인 재편을 야기할 수밖에 없었다. 조선의 중세 교육이 수신과로 분류ㆍ편입됨으로써 중세 교육에 포함된 문해 교육적 요소는 의도적으로 배제되었다. 또한 중세의 한문을 읽고 쓰는 문해력 교육은 근대의 과학적인 교수법과는 대비되는 비과학적 방식으로 비판되면서 근대로 접어들어 기초 도구 교과로서 강조된 문해력 교육의 요소로 새롭게 해석 될만한 여지를 남겨두지 않게 되었다. 근대 들어 새롭게 등장한 어문 교과를 구어 교육과 문어 교육으로 나누어 고찰하였다. 근대 계몽기 문어 교육에 대한 논의가 중세의 문해력 교육과는 다른 점을 부각시키는 게 목적이 되었다면 구어 교육에서는 중세 구어 교육에 대한 논의가 거의 전무했던 것으로 전제되었던 만큼 구어 교육에 대한 인식 자체를 확산시키는 것이 곧 목적이 되었다. 구어 교육은 교육적 필요성이 제기되었음에도 불구하고 학교 교육의 한 분과인 교과의 개념으로 포착되지는 않고 있었다는 점에서 특징적이다. 당대의 말하기/듣기 교육에서는 인간이 자연스럽게 습득하는 것인 만큼 처음 말을 배우기 시작하는 단계에서 주의를 기울이기만 하면 이후 특별한 교육적 처치는 필요 없으며, 다만 사회 생활을 위한 처세술로서 다시 말하기와 듣기가 중요해진다는 관점을 표명하고 있다. 반면 문어 교육은 학교 교육의 중요한 하위 요소로 간주되었는데, 이는 문자에 대한 학습이야말로 근대적 (과학) 지식 습득을 위한 기초 활동으로 간주되었기 때문이다. 국문에 대한 교육은 한 글자 한 글자를 습득해야 하는 한문 교육과는 달리 모음과 자음의 합치로 이루어져 끝없이 확장될 수 있다는 점, 즉 그 생산성의 측면에서 긍정적 효용을 인정받는다. 따라서 자음과 모음으로 구성된 한글의 구조를 익히고 그로부터 한글로 쓰여진 글을 읽을 수 있는 문해 능력을 습득하는 것이야말로 근대 계몽기 어문 교과의 제1 목표였음을 확인할 수 있다. The purpose of this study is to examine the formation of 'Korean' subject that were stressed on for the sake of the foundation of Modern national state, on the journal in the period of Modern Enlightenment. The entrance of subject's concept with import of Modern education included the specialization of educational object, the choice of subject material and the scientific teaching. The concept of subject brought about the reorganization of medieval education. Medieval education of Chosun (朝鮮) Dynasty was classified into the subject of moral culture, for that reason the literary element of medieval education was excluded in the modern educational system intentionally. As the teaching in medieval literacy education was contrasted with scientific teaching of modern education, it was regarded as unscientific thing, and didn't leave the possibility that was re-interpreted as the element of literacy education. 'Korean' subject in the period of Modern Enlightenment was made up of the spoken language teaching and the written language teaching. The discussions about the written language teaching aimed at revealing the point of difference from the medieval education. On the other hand, the discussions about the spoken language teaching aimed at spreading the understanding of the spoken language teaching as it was supposed that there were not the spoken language teaching in the middle ages. In spite of raising the educational necessity in the spoken language teaching, the spoken language teaching was not set up the subject of schooling. As in the period of Modern Enlightenment the speaking/listening was considered as acquiring it naturally, it was not necessary that they should prepare the educational management specially as if they would take care of the beginning. However the speaking /listening was important again for knowing how to make a living. On the other hand, the written language education was considered as importance element of schooling, because the learning about a letter was regarded as the basis for the studying the modern science. Because Korean was characterized by the composition of the phoneme, a vowel and a consonant in comparison with Chinese language, it was first aim in the written language teaching that they studied the structure of Korean and acquired the literacy, reading/writing Korean.

언어 활용 국악 교수법의 고찰 및 적용에 관한 연구

한윤이 한국국악교육연구학회 2012 국악교육연구 Vol.6 No.2

Language and music have some relationships in common that they are composed of sound and featured by pitch and beat. Language critically influences the expression ability of music and is used as an important means in the expression of music. This correlation reveals that the development of a music teaching method by using language is needed. The teaching method by using language was considered, so far, to be one of the ways to teach western music. However, it is also known that this teaching method of using language is used in teaching Korean music. Therefore, this study is aimed at reviewing the Korean music teaching method by using language that has so far been studied. Based on this result, I have developed a Korean music teaching method and teaching modeling and have streamlined a systematic Korean music teaching method that helps teach the features of Korean music well. As a result, I have reviewed theses that study Korean music teaching methods, gujeonsimsu, the teaching method by using oral sound, jangdan made of words, as well as yulmyung and chuimsae. Furthermore, I thought that it was viable to conduct the teaching methods by using onomatopoeia (mimetic word and onomatopoeia) and aniri. The above Korean music teaching methods have detailed individual teaching guidance and in this study, I have investigated the way to correlate or integrate these teaching methods. By integrating these teaching methods, I propose that the teaching methods be applied step by step in the class. In the introductory phase, gujeonsimsu and onomatopoeia (mimetic word and onomatopoeia) are to be applied for teaching and in the development phase, the teaching method by using oral sound, the teaching method with jangdan made of words, the teaching method with yulmyung and the teaching method with chuimsae are also to be applied for teaching. In the close-out phase, I thought that it was desirable to apply the teaching method with chuimsae and the teaching method with aniri for teaching. Based on this, I designed the teaching modeling per section by singing, by playing a music instrument, and by making music and appreciating music. At this point, I would apply various kinds of Korean music teaching methods by using language for a 1 hour class. Through this activity, I would construct the base that seeks out the integrity and diversity in Korean music education and that strongly establishes the Korean music teaching method. 언어와 음악은 소리를 재료로 하고 고저(高低)와 장단(長短)을 특징으로 한다는 공통점 때문에 밀접한 관계가 있다. 언어는 음악의 표현력에 결정적인 영향을 주고 음악을 표현하는 중요한 수단으로 사용된다. 이러한 관련성은 언어를 활용한 음악 교수법의 개발이 필요함을 알려준다. 언어를 활용한 교수법은 그동안 주로 서양 음악을 지도하는 방법으로 생각하여 왔으나 국악에도 오랫동안 언어를 활용한 교수법을 사용하였음을 고문헌의 기록과 국악 전문가들의 증언을 통해 알 수 있다. 단, 그 방법이 일반 학교에 적극적으로 활용되고 교수법으로 지칭하지 않았을 뿐이다. 이에 본 연구에서는 지금까지 연구되어 온 언어 활용 국악 교수법을 고찰하고 이를 바탕으로 언어 활용 국악 교수법과 수업 모형을 개발하여 국악의 특성을 올바르게 지도할 수 있는 언어 활용 국악 교수법을 체계화하였다. 국악 교수법을 연구한 논문을 고찰한 결과, 언어 활용 국악 교수법에는 구전심수법, 구음 활용 교수법, 말장단 활용 교수법, 율명 활용 교수법, 추임새 활용 교수법 등이 있었으며 나아가 새로운 교수법으로 흉내말(의성어와 의태어)과 아니리를 활용한 교수법도 가능하다고 보고 이를 언어 활용 국악 교수법으로 제안하였다. 이상의 언어 활용 국악 교수법은 각각 독립적으로 구체적인 지도 방안이 꾸준히 마련되고 있으므로 본 연구에서는 이들 교수법을 연계 또는 통합하는 방안을 모색하였다. 이 교수법들을 통합하여 수업 단계별로 적용이 가능한 교수법을 제시하였는데 도입 단계에서는 구전심수법과 흉내말(의성어와 의태어) 활용 교수법을 적용하고 전개 단계에서는 구음 활용 교수법, 말장단 활용 교수법, 율명 활용 교수법, 추임새 활용 교수법 등을 적용하며 정리 단계에서는 추임새 활용 교수법과 아니리 활용 교수법 등을 적용하는 것이 적절하다고 보았다. 이를 바탕으로 노래 부르기, 악기 연주하기, 음악 만들기, 감상하기 활동별로 수업 모형을 구안해 보았더니 한 시간의 수업에 다양한 언어 활용 국악 교수법을 적용할 수 있었으며 이를 통해 국악교육의 통합성과 다양성을 추구하고 국악 교수법을 정립할 수 있는 기틀을 마련하였다.

한국 언어문화 교육의 과제

김대행 영남대학교 민족문화연구소 2008 민족문화논총 Vol.40 No.-

Language culture is the way of life in language activities. Due to the definition of language culture, education of Korean national language culture focuses on the way of life in Korean language activities. In order for this plan to be practical, it must first clarify why language culture should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught. The question of “why teach” can be thought of as a justification for the need for and significance of language culture, at its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, if we are to teach language culture in a manner befitting language culture, and in a manner that will foster a language culture of meaningful life, we need to establish the three goals of personal growth, realization and integration of social life, and transmission and creation of national language culture as principles of language culture education. With regard to “what to teach”, we should observe that language culture is comprised of four aspects: knowledge, experience, performance, and attitude. Language culture education must allow students to acquire knowledge of language culture through language, experience life and the mind, cultivate the ability to understand and create language culture, and form their own attitudes toward the world and life. This will help foster a proper view of language culture and cultivate a temperament for living a life worth living. When answering the question of “how to teach”, we must formulate four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instruction must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of and ability for language culture. Language culture is the way of life in language activities. Due to the definition of language culture, education of Korean national language culture focuses on the way of life in Korean language activities. In order for this plan to be practical, it must first clarify why language culture should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught. The question of “why teach” can be thought of as a justification for the need for and significance of language culture, at its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, if we are to teach language culture in a manner befitting language culture, and in a manner that will foster a language culture of meaningful life, we need to establish the three goals of personal growth, realization and integration of social life, and transmission and creation of national language culture as principles of language culture education. With regard to “what to teach”, we should observe that language culture is comprised of four aspects: knowledge, experience, performance, and attitude. Language culture education must allow students to acquire knowledge of language culture through language, experience life and the mind, cultivate the ability to understand and create language culture, and form their own attitudes toward the world and life. This will help foster a proper view of language culture and cultivate a temperament for living a life worth living. When answering the question of “how to teach”, we must formulate four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instruction must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of and ability for language culture.

뮤직비디오를 이용한 한국어⋅문화 교육 방안

김경숙,라혜민 한국사상문화학회 2011 韓國思想과 文化 Vol.59 No.-

Recently, the need for teaching Korean language and Culture to foreigners is being emphasized due to the increasing number of learners of Korean and because students who are exposed to many kinds of media expect various methods of Korean language and Culture education to be used. Therefore, a diversity of Korean teaching methods have been studied and suggested to meet the greater number of students and their needs. The purpose of this study is to find a new way to activate the instruction of Korean language and Culture as a foreign language. This is a study on teaching methods for Korean language and Culture through Korean music videos, given that Korean music videos have currently increased the influence of Korean abroad, especially for young people, through the mass media. Music videos promote the psychological motivation and interest needed in learning the Korean language and provide amusement for the younger video generation of learners. Also, the videos show Korean culture as well as the practical Korean language that takes place in actual life and can improve the four functions of language, including listening, speaking, reading, and writing. This paper studies teaching methods of Korean and Culture as a foreign language by utilizing Korean music videos. It aims to help teachers understand that and how music videos could be useful and effective teaching materials to improve the communication ability of advanced learners, who are willing to learn about Korean society and language. It does this by examining utilization effects and selection criteria of music videos, and suggesting ways for teaching Korean language using music videos. In this study, firstly, the necessity and objectives of the research on measures for language using music videos are shown. Secondly, the benefits of music videos are examined, questions about lessons utilizing music videos are raised, and matters to be attended to collect and select music videos are examined. Finally, based on the above mentioned contents to find effective teaching measures for Korean language and Culture using music videos, the stages of teaching activity and lesson plans applicable to practical lessons are suggested. 최근 한국어 학습자들이 급속히 증가함에 따라 한국어⋅문화 교육의 중요성이 커지면서 다매체 시대에 노출된 학습자들의 한국어 ⋅문화교육에 대한 요구도 다양해지고 있다. 이러한 요구에 발맞추어 다양한 방법의 한국어⋅문화교육이 연구되고 제안되고 있다. 이 연구는 외국어로서의 한국어⋅문화 교육 활성화시킬 수 있는 방법을 모색하기 위해 시도되었다. 대중매체 중에서 한국인 학습자들에게 많은 영향을 주고 있는 뮤직비디오를 이용하여 한국어⋅문화교육 방법을 개발하는 것이다. 뮤직비디오는 젊은 영상 세대 학습자들에게 한국어 학습에 대한 동기 유발과 심리적인 면에서 흥미를 증진시키고 즐거움을 주며, 실제 상황을 제시하여 목표어를 제공하고 언어의 네 가지 기능인 듣기, 말하기, 읽기, 쓰기 기능을 향상시킨다. 따라서 본 연구는 뮤직비디오가 그 사회와 언어를 배우려는 학습자들에게 의사소통 능력을 향상시킬 수 있는 유용하고 효과적인 학습자료로 이용될 수 있을 것으로 판단하고 뮤직비디오의 활용 효과와 선정 기준을 살펴본 뒤 뮤직비디오를 활용한 한국어⋅문화교육 방안을 제시하는 데 그 목적이 있다. 이에 본 연구에서는 먼저 뮤직비디오를 활용한 한국어⋅문화교육 방안의 연구 필요성과 목적을 밝히고, 다음으로 뮤직비디오의 활용 시 기대할 수 있는 효과를 살펴보고, 뮤직비디오 수집과 선정 시 그 기준과 유의점을 제시하고, 마지막으로 뮤직비디오를 통한 실제 수업 현장에서 적용 가능한 수업 진행 활동과 수업지도안을 제시하고자 한다.

외국의 국어지식 교육 쇄신 동향 : 언어 인식'을 중심으로 focusting on Language Awareness in U.K

김은성 서울大學校 師範大學 國語敎育科 2005 先淸語文 Vol.33 No.-

The purpose of this study is to investigate a renovation movement of Grammar teaching in foreign country. Especially, I pay attention to 'Language Awareness' which is developed in the United Kingdom. This is not introduced in Korean Language Education, but This has broad of support in the West. Besides, This accord with the orientation of 'Knowledge about Language' Teaching in Korea. I examine th meaning, background, contents and issues of 'Language Awareness'. this means "Explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use(ALA, 1996)". 'Language Awareness' is a paradigm, approach, movement and the behavior attribute of language learner. The background of 'Language Awareness' is Three. First, educational background : the reinforcement of 'knowledge about language' in English teaching in the U.K. Second, academic background : the reinforcement of 'knowledge about language' in English teaching in the U.K.. Second, academic background : the emergence of a new linguistics - social linguistics. Third, social-cultural background : the formation of multi-cultural language environment. The issues in 'Language Awareness' is 1) the relation of 'Language Awareness' and communicative competence, 2) the relation of 'Language Awareness' and traditional grammar teaching, 3) the unrealistic view about language and language teaching of 'Language Awareness'.

A Comparative Study of the Teaching Language of a Novice Teacher and an Expert Teacher in Algebra Instruction

( Wang Si-kai ),( Ye Li-jun ) 한국수학교육학회 2020 수학교육연구 Vol.23 No.1

The effectiveness of mathematics classroom teaching is directly affected by the teaching language. Comparing the teaching language of a novice teacher in algebra instruction with an expert teacher from the perspective of pragmatics, it comes to a conclusion that: both teachers attach great importance to the use of the teaching language, with the proportion of the teaching language time more than 50%; the novice teacher uses the affirmative language frequently, twice as often as the expert teacher; the declarative language the novice teacher uses in the exploration is mostly to repeat students’ answer, which takes up a short time; the novice teacher uses the teaching language too much in the consolidation, which causes fewer opportunities for students to think. Then we get the following revelations: streamline the teaching language and control the time of the teaching language reasonably; make good use of the affirmative language to provide students hints and necessary time for thinking; avoid simple restatement of the student’s answer and use the declarative language ingeniously to improve the feedback quality; use the teaching language appropriately to help students accumulate basic experience in mathematics activities.

세르비아 한국어 교실에서의 교수 메타언어 사용 연구

이양금 한국외국어교육학회 2020 Foreign languages education Vol.27 No.2

This study is about meta-language used for teaching the Korean language in Serbia, where it is not a native language. This study examined meta-language for teaching preferred by Korean language learners of Serbia and explored efficient methods of meta-language use for teaching. First, meta-language and meta-language for teaching were discussed, and meta-language for Korean language teaching was defined. After setting up the research question and hypothesis, a survey was conducted on Korean language learners at the University of Niš in Serbia to determine their preferred meta-language for teaching. According to the survey, many learners wanted to take classes in ‘Korean-Serbian languages.’ Beginner and intermediate learners of vocabulary, grammar, and conversation preferred ‘Korean-Serbian’ meta-language for teaching, and advanced learners preferred ‘Korean’ meta-language for teaching. Based on such grounds and existing theories, this paper proposed a usage model of meta-language for teaching in beginner, intermediate, and advanced Korean language classes in Serbia and presented the necessity for fostering professional Korean language instructors overseas.

对当前汉语国际教育人才规划与培养的反思

위혜평,문대일 한국중국언어문화연구회 2015 한중언어문화연구 Vol.- No.38

In recent ten years, Confucius College has been leading the trend of Chinese learning in every country, but Chinese teaching and training pattern of current programis still in the exploration stage. People who enroll in the interview of selecting international Chinese language teacher and are finally hired as oversea Chinese teaching staff, in recent years, are more diverse, concerning their professional background. The positive effect of this phenomena is the diversity of the knowledge fields, while on the other hand, its negative effect lies in the insufficiency of the language teaching ability and the relatively superficial understanding towards language and culture dissemination of Chinese language as well. In view of this situation, it is necessary to carry on a rational overall program for international Chinese teachers, offering them further education in accordance with their ability. Namely, to add optional courses and carry on different types of training program so as to effectively solve the problems met in the real process of Chinese language teaching and enhance teachers’ professional orientation and career planning awareness. A series of effective measuresshould be taken in many aspects, such as the selection of personnel, training objectives, occupation development and so on. The brief measuresare the following: Firstly, to train teachers who have real international vision, and deep understanding of Chinese language teaching and Chinese culture. To establish a training mode with “行” as the guide, and having “理,知,行” merging and complementing each other. To referentially encourage and guide students and young teachers who major in international Chinese education, Chinese teaching as a foreign language, Chinese and Chinese Culture, English or other foreign languages and Education to enter the area of international teaching Chinese as a foreign language. Secondly, other specialized personnel should also be encouragedto enter this oversea Chinese language teaching and culture dissemination area, such as arts, traditional Chinese medicine, calligraphy, martial arts and so on. Generally,fixedcurriculum system andlarge-classroom teaching methodsare employed in the current training mode for teachers teaching Chinese to speakers of other languages. This approach ignoresthe professional background differences, inevitably lacking inproper classification. The suggestion is that more optional courses should be designed according to different professional backgrounds, different countries which the teachers are going to, different demandsand so on, so as toprovide a more reasonable curriculum and growth pathfor Chinese and foreign young peoplein this field. Then teachers training quality will be effectively promoted, achieving a more long-term career development of teachers.