近年來有研究指出，提升技能的關鍵不在於資訊的累積，而是透過具有目的性、反覆練習與即時回饋的實戰演練。本研究探討如何在培訓時間有限與全球華語師資短缺的背景下，有效提升新手華語教師的教學實戰力。本研究為單一組前後測質量混合設計，透過一門以「刻意練習」之教學方法為核心理念、能力本位為導向的實作課程，針對八名新手華語教師（包括三位華語母語者與五位非華語母語者）進行培訓，引導其發展教學心智表徵。在教學介入前、後，錄製新手教師針對基礎華語語法的教學影片，由兩位校外資深華語教師觀看後，針對12項教學技能的表現進行量表評分，並以文字回饋說明個別教師的教學表現與改進建議。結果顯示，新手教師在以下四項教學技能上取得最顯著進步：（1）有效運用適當的教具與例子進行語法教學；（2）提供學生充分的口語與語言操練機會；（3）運用多元方式（如示範、問答、互動等）進行教學；（4）能以符合學生程度的語言進行教學。本研究所建構之能力本位師資培訓模式，除了有效提升新手教師的語法教學技能外，亦為華語師資培訓中的「學用落差」與「非母語教師培訓重點」提供了新的思考方向。期望本模式能應用於更多元的培訓課程中，進一步推動臺灣華語教學模式的國際化。

Recent studies suggest that skill improvement depends less on accumulating knowledge and more on purposeful, repeated practice supported by immediate feedback and hands-on experience. This study explores how to effectively enhance novice Chinese language teachers’ teaching competence within the constraints of limited training time and a global shortage of qualified instructors. Using a one-group pretest-posttest mixed-method design, a practice-oriented course informed by deliberate practice and competency-based training was implemented. Eight novice teachers (three native and five non-native speakers of Chinese) received systematic training in teaching skills and were guided to develop their pedagogical mental representations. Each participant recorded a teaching demonstration video on basic Chinese grammar before and after the intervention. Two senior Chinese language teachers evaluated these videos using a rubric of twelve teaching skill indicators and provided written feedback describing each participant’s performance and specific suggestions for improvement. The results showed significant progress in four areas of teaching skills: (1) using appropriate and effective examples and teaching aids for instruction; (2) providing students with ample speaking practice and language exercises; (3) employing diverse teaching methods; (4) using language appropriate to students’ proficiency levels. The competency-based training model developed in this study not only enhanced the participants’ grammar instruction skills, but also offered insights into addressing the theory-practice gap in CFL teacher education and the specific training needs of non-native instructors. This model holds potential for broader application across various teacher preparation programs and contributes to the internationalization of Taiwan’s Chinese language teaching practices.