对汉语否定式的掌握是二语习得者在学习汉语中的难点之一。汉语二语课堂中学生出现否定式偏误是常见的现象。通过对大量真实课堂的教学观摩，我们发现不少新手教师对否定式的教学并没有足够的重视，汉语二语课堂中学生很少有机会进行否定式的表达。汉语教师缺乏否定式的教学意识主要体现为讲解环节缺乏语法项目否定形式的展示、提问问题设计时缺乏否定式的反馈预测，以及提问问题设计不当导致否定式偏误。

针对上述问题，我们对汉语二语课堂否定式的教学策略进行文献研究。前人的研究成果显示，汉语的否定式教学多聚焦于从汉语本体知识上处理学生的否定式偏误，也有学者提及教材的语法项目认定与教师的教学行为对学生的偏误产生影响。因此，我们致力于研究学生的否定式偏误与教师否定式教学策略之间的关系，基于否定效应理论，本研究试图从教师的讲解行为与技能训练方面寻找避免学生产生否定式偏误的方法策略。

通过对汉语教材的文本性研究，我们统计出汉语教材的否定式情况，并分析教材的否定式意识。在此基础上，我们对教师进行问卷调查与深度访谈，发现：第一，学生否定表达的准确度与教师是否使用有效的教学策略有关。第二，教师的否定式教学意识与教学策略相关，且否定式教学意识预测否定式教学策略的效果显著。第三，汉语教师在使用否定式教学策略时具有随意性。

结合调查结果，我们对大量的教学实录进行否定式教学策略分析，包括生词处理的否定搭配策略、“明知故问”策略、否定反馈预测策略等，得出结论：教师否定式教学策略不当会导致学生出现否定式偏误，原因主要为语言知识、技能训练、否定加工障碍与交际意图成因。我们发现教师只要在教学行为策略中抑制学生的偏误成因，就可以有效避免学生生成否定式偏误。

通过上述的研究，我们主要从两方面提出教学建议：第一，静态的语料处理中，教师应该通过充分的教学展示使学生掌握完整的否定式语言知识，避免学生出现偏误。第二，动态教学处理中，教师应该及时纠正学生的否定式偏误，并强化对否定表达的训练，避免该偏误的再发生。

The mastery of Chinese negation is one of the difficulties for second language learners in learning Chinese. Negative bias is a common phenomenon among students in Chinese as a second language classroom. Through the observation of teaching in a large number of real classrooms, we found that many novice teachers do not pay enough attention to negative teaching, and students in Chinese as a second language classroom rarely have the opportunity to express negatively. The lack of negative teaching awareness of Chinese teachers is mainly reflected in the lack of negative language display in the explanation link, the lack of negative feedback prediction when asking questions, and the negative bias caused by improper question design.

In response to the above problems, we have conducted a literature study on the negative teaching strategies in Chinese second language classrooms. The previous research results show that the negative teaching of Chinese mostly focuses on dealing with students' negative errors from the knowledge of Chinese ontology. Some scholars also mentioned that the identification of language points in textbooks and teachers' teaching behaviors have an impact on students' errors. Therefore, we are committed to studying the relationship between students' negative bias and teachers' negative teaching strategies. Based on the theory of negative effects, this research attempts to find methods and strategies to avoid students' negative bias from the aspects of teachers' explanatory behavior and skill training.

Through the textual research on Chinese textbooks, we have counted the negative situation of Chinese textbooks, and analyzed the negative consciousness of textbooks. On this basis, we conducted a questionnaire survey and in-depth interviews with teachers, and found that: First, the accuracy of students' negative expressions is related to whether teachers use effective teaching strategies. Second, teachers' negative teaching awareness is related to teaching strategies, and negative teaching awareness predicts the effect of negative teaching strategies is significant. Third, Chinese teachers are random when they use negative teaching strategies.

Combined with the survey results, we analyzed a large number of teaching records for negative teaching strategies, including negative collocation strategy for new word processing, knowingly asking strategy, and negative feedback predictions strategy, etc.Concluded that improper negative teaching strategies of teachers will lead to negative errors in students, mainly due to language knowledge, skill training, negation processing obstacles and communicative intentions cause. We found that teachers can effectively prevent students from generating negative bias as long as they suppress the causes of students' bias in their teaching behavior strategies.

Through the above research, we mainly put forward teaching suggestions from two aspects: First, in static corpus processing, teachers should make students master complete negative language knowledge through sufficient teaching demonstration to avoid students' errors. Second, in the process of dynamic teaching, teachers should correct students' negative errors in a timely manner, and strengthen the training of negative expressions to avoid the recurrence of such errors.