表存现义的“是”字句是汉语作为第二语言的课堂教学中初级阶段的学习内容。虽然学生习得较早，但这并不意味着初级阶段的学习者能够在真实的交际环境下得体地运用。实际上表存现义的“是”字句在学习和使用的过程中非常容易与其他的存现句句型如表存现义的“有”字句和“在”字句产生误加、误代等偏误。同时由于该知识点较为基础，造成与之配合的课堂教学设计也相对较少，目前的课堂教学设计主流都是从存现句整体出发，缺少细分和对比，教学法也相对陈旧，故此本文针对易与表存现义的“是”字句混淆的句型进行分析，总结归纳特征。并以偏误分析理论和对比分析理论为基础，对比该类存现句在全球汉语中介语语料库中的偏误情况，结合已有研究成果，主要研究产生偏误的原因，讨论与实际的教学实践情况结合的问题，并分析教学中的重难点以改进教学方案，以期得出一份较优的教学设计，能使教学设计与新型教学法和教学技术相结合，具有实际应用价值。

In the teaching of Chinese as a second language, “shi” existential structure belongs to the primary stage of learning content. Although the early exposure to students, it doesn’t mean that they can truly understand and use it correctly. In the process of learning and using “shi” existential structure, it’s very easy to have errors, such as confuse with “you” existential structure and “zai” existential structure in fact. However, due to the basic nature of this content, there’re few relational instructional design to use actually. The current mainstream research focuses on the the whole of existential structure, lacking segmentation and comparison and the teaching methods are outdated too. Therefore, this study analyzes “shi” existential structure and the structures which confuse with it easily, then summarizes the characteristics of them at the same time. Based on the theories of error analysis and comparative analysis, this study compares the specific situation of errors from the Global Chinese Interlanguage Corpus and combining existing research findings, mainly investigate the reasons of these errors and the issue of combining discussion with actual teaching practice. In hope of practical using, this article will finally give an instructional design.