全球對華語文學習需求不斷増長的情況下，為確保華語教師的教學品質，臺灣與中國大陸各建立其華語文師資認證制度與系統，即「對外華語教學能力認證」與「國際中文教師證書」。本研究之研究目的有三：(1)透過Bereday(1957)比較教育分析法比較兩岸華語文師資認證考試之差異。(2)藉由比較「對外華語教學能力認證」評核標準、中國大陸「國際漢語教師標準」以及獲全美師資培育認證審議會(Council for the Accreditation of Educator Preparation)核准的「語言教師職前培訓計畫標準」三項標準，探討建立「對外華語教師(能力)標準」對臺灣華語教學領域的重要性。(3)探究「華語教師勝任力」的內涵，並透過針對華語教師的問卷探討具備勝任力之華師須具備哪些勝任特徵，以及華師們對「對外華語教學能力認證」考試之意見。
比較結果發現，兩岸認證從考試資格、科目、標準至證書年限皆有不同之處。「對外華語教學能力認證」評核標準著重於知識考察，「國際漢語教師標準」及「語言教師職前培訓計畫標準」兩項標準相似度達9成，且評測教師的方式均有試教，臺灣的華師認證可依循並作改革之參考。問卷調查統計結果顯示，教師們認為本研究中「華語教師勝任力模型」內含的31項勝任特徵均為華語教師必須具備的特質。而教師們對「對外華語教學能力認證」的回覆意見顯示，其中61%的教師認為臺灣應頒布「對外華語教師(能力)標準」；56%的教師認為以「對外華語教師(能力)標準」作為考試依據不一定能有效評測教師；71%的教師認為應當增加試教與面試，才能知曉應試者是否具備實際教學能力。期望本研究提出的建議，能夠提升「對外華語教學能力認證」的評測效能，進而提升台灣華師之勝任力，給予華語教師未來出路和專業發展實質的幫助。
In order to ensure the teaching quality of Chinese language teachers in the face of the global growing demand for Chinese language learning, Taiwan and China have established their own certification systems, the “Ministry of Education Certificate of Qualifications to Teach Mandarin Chinese as a Second/ Foreign Language, CQTCFL” and “Certificate for Teachers of Chinese to Speakers of Other Languages, CTCSOL” respectively. The purpose of this study was threefold. The first was to compare the cross-strait certification systems with the Bereday’s (1957) Comparative Method in Education. The second was to compare regulating standards across three systems; assessment criteria of the CQTCFL, the “Standards for Teachers of Chinese to Speakers of Other Languages” as well as their Western equivalents the ACTFUL/CAEP issued “Program Standards for the Preparation of Foreign Language Teachers” to make recommendations for standardization of the “Standards for TCFL Teachers” in Taiwan. The third was to explore the connotation of competencies of TCFL teacher. The questionnaire for TCFL teachers was conducted to explore the qualities for a competent TCFL teacher and their views on the CQTCFL test. The comparative results show differences exist between the cross-strait certification systems from application requirements and test subjects to assessment criteria. The CQTCFL focused on knowledge inspection. The “Standards for Teachers of Chinese to Speakers of Other Languages” and “Program Standards for the Preparation of Foreign Language Teachers” are roughly 90% similar. The methods of evaluating teachers all include observed teaching, or in-class practicum. Both standards can be used as a reference for the reform of the certification system in Taiwan. The results of the questionnaire’s statistics show the 31 qualities in the "Chinese Teacher Competency Model" in this study were considered necessary. According to teachers’ replies, 61% of teachers stated Taiwan should promote Standards for TCFL Teachers. Furthermore 56% of teachers believe applying Standards for TCFL Teachers as the basis for the assessment does not necessarily lead to effective evaluation of teachers. It was also found that 71% of teachers believe that observed teaching or in-class practicum should be added in order to know whether the test taker is competent in teaching. The proposals from this study are expected to enhance the evaluation effectiveness of the CQTCFL and thus enhance the competencies of TCFL teachers and provide substantial help in their future development.
