汉语教师培养和汉语教师专业发展是当前理论与实践研究的重点与热点问题。汉语教师标准是汉语语言学及相关教学理论发展的集中体现，它一方面与汉语作为第二语言教学实践紧密联系，一方面指导汉语教师培养和专业化发展的全过程。对中外汉语教师标准的比较研究，可以梳理一定时期内中外语言教学理论发展的主要脉络和重要观点，为汉语教师培养对象、培养方式、培训内容、课程设置及资格认证与质量评估等各方面研究工作找到坚实的理论基础与行动指南，指出进一步研究的重点方向与研究途径，推动上述研究的系统化和深入开展。通过对汉语教师标准的深入研究以及对国外汉语教师培养标准的有效借鉴，有助于建立和不断完善与汉语教师标准的相配套的实施和认证体系，可以从制度上有力推动师资选拔、聘用和派出等工作；结合汉语教学和推广在新形势下的新要求，也可以运用研究结果树立明确的培养目标、优化课程设置、增强培训力量，规范、引导当前的汉语教师培养培训，并对培训效果进行有效检测和评估；通过对教师标准的研究和推广，可以促进教师通过参照标准进行反思和充电，不断提升综合素质和教学技能，从而提高教学质量。我国国家汉办于2007年正式发布了《国际汉语教师标准》。该标准是对从事国际汉语教学工作的教师应具备的知识、能力和素质的全面描述，旨在建立一套完善、科学、规范的教师标准体系，为国际汉语教师的培养、培训、能力评价和资格认证提供依据。汉语教师标准的制定，不仅标志着一份对汉语师资建设有着重要的指导意义和引领作用的纲领性文件的诞生，也是汉语教师培养和国际化接轨的重要标志。在美国，由于民族与文化的多元性，外语教育一直是其教育体系中不可忽视的部分。2002年，美国外语教学委员会随即发布了经全美教师教育认证委员会认可的 《外语教师培养标准》。该标准针对美国外语教师的职前教育，描述了教师在知识、能力和解决问题的态度倾向等方面所应达到的专业水准。作为美国当前最新的外语师资培养计划，它为院校培养外语教师提供了重要的参考依据和认证标准。本研究旨在通过对比分析我国《国际汉语教师标准》与美国《外语教师培养标准》的共同的内核、差异和产生差异的原因，发现汉语教师标准的研制尚未完成的工作和未来努力的方向，进而为国际汉语师资的培养提供可参考借鉴的理念和路径。首先从语言学及语言教学理论、汉语教师培养、汉语教师标准等研究方向进行文献综述，随后分别阐述美国《外语教师培养标准》和我国《国际汉语教师标准》的研制背景、产生过程及主要内容；随后，结合二者的研制目标和原则，对比美国《外语教师培养标准》和《国际汉语教师标准》的理念基础、框架内容和实施途径，分析两者间的异同及产生差异的原因，对《国际汉语教师标准》的改进、推广和实施提出建议，并进一步探讨如何利用《国际汉语教师标准》，进一步推动汉语师资队伍建设的理论和实践。本研究主要获得以下结论：1、 美国《外语教师培养标准》是用于本国范围内培养第二语言教师的，且与《21世纪外语学习目标》配合使用，主要面向K-12年级教学工作。我国《国际汉语教师标准》主要用于培养对外汉语教学教师并派往目标国或面向外国学习者，教学工作涵盖基础教育、高等教育甚至社会-毕生教育范畴。2、 美国《外语教师培养标准》坚持语言交际功能学说，将“交际”作为第二语言教学的核心，要求教师贯彻促进学生使用目标语言进行交际的要求，以学生为中心、创设真实情境的课堂语言环境与教学活动；对教师的知识要求紧扣目标语言本身，对教师能力的培养目标具体。我国《国际汉语教师标准》兼及语言的本体性、工具性和语言的功能性；对教师应掌握知识范畴的要求远远超出汉语及其相关知识本身，已经延伸至哲学、历史、宗教、文化、政治、法律等各个方面，对语言学及语言教学相关理论知识的要求也非常详尽；对教师能力特别是教学能力的要求高于仅仅满足教学的需要；由于培养的教师可能派往国外，重视教师的外语能力和跨文化交际能力。3、 美国《外语教师培养标准》明确了外语教师培养的任务应由外语学院和教育学院承担，提出了对外语教师培养项目的条件要求。我国《国际汉语教师标准》由国家汉办颁布，目前，基于《国际汉语教师标准》的相关汉语教师资格认证工作、教师培养管理工作和教师专业发展培训指导工作尚未得到有效开展。

The Chinese language teachers training and the Chinese teachers' professional development are the key and hot phrases for both theoretical and practical study. Standards for teachers of Chinese is the main embodiment of the theoretic development of Chinese linguistics and related teaching theories, which on the one hand, closely connecting with the teaching practice of Chinese as a second language, and on the other hand, guiding the whole process of the preparation and professional development of Chinese teachers.A comparative study on teachers of Chinese in foreign countries and teachers of Chinese in China can organize the key line and important views of language teaching theories in a certain period. It provides solid theoretical foundation and guides for various aspects of researches such as on cultivated objects, ways of preparation, training contents, curriculum design, qualifications and quality evaluation, points out the key research direction and research methodology, and promotes the above researches to be systemized and carry out thoroughly. Through the careful and detailed research and efficiently falling back on Program Standards for the Preparation of Foreign Language Teachers, it is attributed to build and improve the implementation and authentication system on standards for the preparation of Chinese teachers. It can promote the selection of excellent teachers, recruitments, and dispatch teachers abroad according to institutions. Combining the new requirement in the new situation on Chinese teaching and popularization, it can also help to set up presupposed training objects, optimize curriculum design, strengthen training force, regulate and guide Chinese teachers’ cultivating and training, and evaluate the training results. Research and promotion of teacher standards can help teachers take self-reflections and further study in accordance with them, constantly enhance comprehensive qualities and teaching skills, and finally comes to an improvement to their teaching quality.Hanban in China issued Standards for Teachers of Chinese to Speakers of Other Languages in 2007. It comprehensively described the knowledge, abilities and quality requirements for Chinese teachers. It aims at establishing a set of complete, scientific and normalized standard system for teachers and providing grounds for preparation, training, ability evaluation and qualifications of Chinese teachers to speakers of other languages. The formulation of standards for teachers of Chinese not only marks the occurrence of programmatic document with significant guiding meaning for the construction of Chinese teachers, but also is an important sign of the internationalization of Chinese teacher preparation.In the United States, due to its cultural and national diversity, foreign language teaching has been an indispensable part in its education system. In 2002, the American Council on Teaching of Foreign language (ACTFL) published the Program Standards for the Preparation of Foreign Language Teachers adopted by the National Council for Accreditation of Teacher Education (NCATE). It describes the professional standards for teachers on knowledge, abilities, and the attitudes toward problem solving. As the newest plan for the preparation of foreign language teachers, it provides important references and qualifications for the preparation of foreign language teachers in colleges or universities.By comparing the Standards for Teachers of Chinese to Speakers of Other Languages and the Program Standards for the Preparation of Foreign Language Teachers, we are trying to figure out the similarities and differences between them, together with the causes of the differences, which are leading to a critical thinking of discovering the unfinished work of formulating the standards for Chinese teachers and the direction for future researches, thus provide theoretical and practical references to the preparation of Chinese teachers to speakers of other languages.On this research, we firstly reviewed existing researches on theories of linguistics and language teaching, the training of Chinese teachers, the standards to Chinese teachers and other related fields; we respectively elaborated the research and formulation background, the production process and the main contents of Standards for Teachers of Chinese to Speakers of Other Languages and Program Standards for the Preparation of Foreign Language Teachers ; and then, according to the two standards’ different research and formulation targets and principles, we compared their theoretical basis, content frames and the ways of implementation, analyzing their similarities and differences, together with the causes of the differences, and provided suggestions to the improvement, popularization and implementation of Standards for Teachers of Chinese to Speakers of Other Languages ; we also made further exploration on how to utilize Standards for Teachers of Chinese to Speakers of Other Languages to promote the theoretical research and practicing exercise of the Chinese teacher training.The conclusion of this essay is as follows:1. Program Standards for the Preparation of Foreign Language Teachers is used to train second language teachers in the United State. Together used with targets of foreign language learning in the 21st century, it mainly targets on the teaching in K-12 grades. Standards for Teachers of Chinese to Speakers of Other Languages is mainly used for the preparation of Chinese teachers to speakers of other languages and their dispatch to target foreign countries or foreign learners’ classes; its training content area covers elementary education, higher education , even social life-long education.2. Program Standards for the Preparation of Foreign Language Teachers sticks to the language communication function theory, puts “communication” as the core of second language teaching. It requires teachers to carry out and implement the requirement of encouraging students to communicate with the target language, by emphasizing student-oriented principle and creating authentic situations for class language environment and teaching activities; the requirement of teachers’ knowledge closely fastens on the target language, and the objectives of the preparation for teachers are concrete. Standards for Teachers of Chinese to Speakers of Other Languages has brought into the consideration of language communication function, as well as the ontological and instrumental attribute of Chinese language. It requires teachers to know not only knowledge about Chinese, but also relevant knowledge of philosophy, history, religion, culture, politics, laws and so on. It also describes the explicit requirements on linguistics and the relevant knowledge of language teaching. The requirements for teachers’ abilities, especially teaching ability are higher than the needs for teaching. Since the teachers may be sent to work in abroad, it pays attention to the teachers’ foreign language ability and cross- culture communication ability.3. Program Standards for the Preparation of Foreign Language Teachers regulates that the program of the preparation for foreign language teachers should be held by colleges of foreign language or education, and presents requirements toward the programs on process. Standards for Teachers of Chinese to Speakers of Other Languages were issued by Hanban, a semi-official institution. Currently, neither the relevant qualifications of teachers, the management of the preparation for teachers, nor the guiding of professional development training, which are based on Standards for Teachers of Chinese to Speakers of Other Languages, has been effectively carried out yet.