本文从文白异读字的定义、特点、产生与演变等方面着手，结合以往对文白异读现象的理论研究和实证研究，全面梳理并解释了此种现象的关键概念，介绍了目前文白异读在对外汉语教学中的教研现状。由于对文白异读教学的忽视，汉语二语学习者对文白异读掌握的情况欠佳。本文建议首先应从教师开始，重视并理解文白异读的概念和现状，在教学中明确介绍文白异读的情况，最后帮助学生有效地学习文白异读在词语中的实际分布和发音。对外汉语教师既要不断归纳总结文白异读词的规律，也要设计多样化的教学活动帮助学生理解。

This article starts from the definition, characteristics, generation and evolution of literary and colloquial pronunciations of characters in Chinese words, combining the existing theoretical research and empirical research, comprehensively explaining the key concepts of this phenomenon, and introducing the current teaching and research status concerning teaching Chinese as a second language. Due to the neglect in teaching, ChineseL2 learners have a poor grasp of literary and colloquial pronunciations. It is suggested that teachers should pay attention to the concept and status of literary and colloquial pronunciations. After teachers have fully understood it, their teaching should clearly introduce this phenomenon and finally help students learn the actual distribution and standard pronunciation in different words and expressions effectively. Teachers of teaching Chinese as a foreign language must not only summarize the laws of literary and colloquial pronunciations, but also design diverse teaching activities and compile reference tools to help students master the pronunciations.