通过对比职前汉语教师课程学习前后的语法教学信念调查结果,发现他们归纳信念增强、演绎信念弱化,赞同“以学生为中心”;意义信念无明显变化、形式信念弱化,赞同以交际为中心,同时也肯定语言形式的作用;专业背景、有无教学经验对职前汉语教师的语法教学信念的变化不存在显著影响。最后,本文针对学界“形式与意义”、“演绎与归纳”孰轻孰重的争论,提出了在培养职前汉语教师时,应发展其“以意义为中心兼顾形式”、“以归纳为中心兼顾演绎”的语法教学信念。 By comparing the survey results of the grammar teaching beliefs before and after the pre-service Chinese teachers’ study, we find that they have more induction, less belief in deduction, and “student-centeredness”; there is no obvious change in the meaning and belief, the weakening of the formal belief, Center, but also affirmed the role of language forms; professional background, with or without teaching experience on pre-service Chinese teachers grammar teaching beliefs change does not have a significant impact. In the end, this dissertation argues for the controversy over which academic “form and meaning”, “deduction and induction” should be emphasized, and proposes that when cultivating pre-service Chinese teachers, we should develop their “taking the meaning as the center and taking the form” , “To summarize as the center of both deductive ” grammar teaching beliefs.