国际汉语包含两个层面的内涵:一个是国际的汉语教学,另一个是国际汉语的教学。前者是手段,后者是目的;前者易于通过一些短期措施如经济手段加以实现,后者必须经历本土化的一个较长时期才能实现。为实现国际汉语第一层面的目标,《国际汉语教师标准》从母语国的角度,对国际汉语教师的知识和技能提出了几乎是终极性的原则要求。为了适应各国汉语师资培训的需要,我们应该以该标准为依据,与国外语言教师培训机构合作,结合当地社会的语言使用状况及政府的语言政策,建立国际汉语教师分级考核与认证体制。 International Chinese contains two levels of connotation: one is the international Chinese teaching, the other is the teaching of international Chinese. The former is the means, the latter is the purpose; the former can easily be achieved by some short-term measures such as economic means, and the latter can be realized only after a long period of localization. In order to achieve the first-level goal of international Chinese, the standard of international Chinese teachers has proposed the almost ultimate principle requirement for the knowledge and skills of international Chinese teachers from the perspective of mother tongue. In order to meet the training needs of Chinese teachers in various countries, we should, on the basis of that standard, cooperate with foreign language teacher training institutions to establish a system of grading assessment and certification for international Chinese teachers, in combination with the language usage of local communities and the government’s language policy.