近年來全球興起一股學習華語的熱潮，而華語文教學師資培育機構也如雨後春筍般出現。筆者觀察全球華語文教學師資培育課程，在正規大學學制中可分為以下幾種模式：第一種是由中文相關系所設立，第二種是由教育系所設立，第三種是由語言教學系所設立，第四種是由亞洲研究或東亞研究系所設立，第五種則是獨立的華語文教學系所（或學程）。2013年，德國哥廷根大學（Georg-August-UniversitätGöttingen）東亞研究系成立了東亞研究及對外漢語雙主修學士課程（East Asian Studies/Chinese as a foreign language (B.A.)(2-subjects/teaching profession)）與對外漢語教學碩士（MA of Education-Chinese as a Foreign Language），是為歐洲第一個華語文教學師資培育學位。本文的寫作目的在於探討歐洲與亞洲地區華語文教學師資培育模式的異同，具體的研究方法為比較以上華語文教學師資培育機構、課程內容及修業規定等，進而分析其異同。根據筆者的研究結果發現，歐洲修習該課程的學生多為中文非母語者，師資培育課程強調中國文化、歷史、政治、語言等，乃由漢學研究之學術傳統發展而來。但較缺乏第二語言習得、測驗與評量等課程。而中文母語地區的學生多為中文母語者，師資培育課程則強調跨文化溝通、第二語言習得、語言教學法等，但較缺乏中國社會、歷史、政治等課程。在語言教育（包括教學方式與語言實習）方面，兩者也有極大的差異。歐洲強調語言（華語）的學習；中文母語地區則多安排教學實習課程，使學生實際獲得華語文教學的機會與經驗。本文最後提出華語文師資培育在華語文教學中的定位與未來展望，獲得以下結論：一、歐亞華語文師資培育著重點有所不同。二、應全面了解華語文師資培育的多樣性，並提供修習者更完整的課程。三、除了單向的實習之外，歐亞華語文師資培育機構應從事交流以促進相互了解與合作。期望本文的寫作對於華語文教學領域應能有所貢獻。

Global trend in recent years an upsurge in learning Chinese, and teacher training institutions also sprang up. Teacher training courses, the author observed the global Chinese language teaching in university can be divided into the following models: the first is set up by the department of Chinese language, the second is set up by the department of education, and the third is set up by the department of language teaching, the fourth is set up by the Asian studies or east Asian studies department, the fifth is the independent Chinese cultural and educational department (or program). The purpose of this article is to study the differences between Europe and Asia mandarin teacher training model, the specific research method to compare the above Chinese teacher training institutions' goal of teaching, course outline and cultivation system, and then analyzes the similarities and differences. According to the author of the study results show that the European model shows less students in the course of Chinese native speakers, teacher education program emphasizes the Chinese culture, history, politics, language, etc., is developed by the academic tradition of sinology study. But lack of second language acquisition, test and evaluation program. While Chinese model shows more students of Chinese native speakers, teacher education program emphasizes cross-cultural communication and second language acquisition, language teaching methods, etc., but lack of Chinese society, history, politics, etc. In the language education (including teaching methods and language practice), there are great differences in both. Europe focuses on the learning of language (mandarin); native Chinese region are arranged more practice teaching courses, make students obtain the opportunity of Chinese teaching and practical experience. Finally, the article puts forward the position and the future in the Chinese language teacher education in Chinese teaching, get the following conclusions: first, in European and Asian, Chinese language teacher training, the key is different. Second, should have a more comprehensive understanding of the diversity of Chinese language teacher training, and provide more complete courses. Third, in addition to one-way practice, European and Asian, Chinese language teacher training institutions should engage in exchanges to promote mutual understanding and cooperation. Hope this article writing for Chinese language teaching should be able to contribute.