数字媒体时代的大环境给国际汉语教师培训打破当前方式、开创培训新局面提供了可能。本研究从数字媒体的根本特征出发，以教师发展阶段理论、连通主义学习理论和实践共同体理论等为基础，基于汉语教师培训实践中存在的问题，设计数字媒体环境下技术支持的国际汉语教师培训策略，力求在该策略的指导下，真正实现国际汉语教师个性化、国别化、终身化培训。本研究把数字媒体时代国际汉语教师培训策略定位于培训管理者和培训实践者两个层次，从宏观和微观两个层面进行建构。首先，在理论研究和实践分析的基础上从培训标准、需求、形式、管理等方面制定了培训管理者主要关注的、具有普遍指导意义的6条指导原则，它们是数字媒体时代国际汉语教师培训的灵魂，是设计和运用培训策略的基本依据。其次，研究应用教学设计系统观和系统方法，以培训主要环节——诊断、设计和实施、评价、管理与支持服务——为脉络，建构国际汉语教师培训策略模型。该模型关注培训的整个生命周期，包含“诊断策略”、“设计与实施策略”、“多元评价策略”和“过程管理与支持服务策略”四大模块。在“设计与实施策略”模块，笔者提出分别与新手教师、熟手教师、专家教师培训需求相适应的“TPTRC培训模式”、“实践共同体培训模式”和“研究者/传播者模式”，最后在上述所有研究的基础上初步搭建出基于数字媒体技术的培训环境，为国际汉语教师培训提供科学而高效的过程管理和支持服务。

The age of digital media environment offers the possibility to break the current international Chinese language teacher training and create a new training situation. This study has designed technology-assisted training strategy for ICLT which derived from the problems existed in the practice, and based on fundamental characteristics of digital media and the theory of teacher development, connectivism and the community of practitioners. The purpose of this study is we hope the training of ICLT be personalized, country-specific and life-long with the guide of this strategy.In this study, the training strategy of ICLT in digital media era can be constructed at two levels. One is constructed from the macroscopic view for training managers to refer to and the other is the microscopic view for training practitioners to use.First, this study formulated six training guiding principles including training standard, demand, format and management on the basis of the practice-analysis and the theoretical study. These principles are the essence and general direction of ICLT training and the basis of training strategy designing and applying, worthy of the highly attention of training managers.Second, the author constructed a model of ICLT training strategy which based on a systematic perspective and approach, the most important factor in instructional design. This model consists of four parts, training diagnosis, design & implementation, multiple-evaluation, and processing management & support. In the part of "design & implementation", the author put forward three modes to meet the training demand of new ICLT, practiced hand and expert. They are the mode of "TPTRC", "the community of practitioner" and "researcher/spreader". Finally, with all the outcomes in this study, the author conceived a training environment with the help of the modern information technology in order to provide the scientific and efficient ICLT training management and supported-service.