随着西方语言学对语块理论的深入研究，基于该理论的教学法也在不断发展，并逐渐在英语教学界占有一席之地，相关研究成果颇为丰富。近年来，“语块”这一概念也被引入对外汉语教学领域，并逐渐成为新的研究热点。国内学者对汉语语块的研究多集中在理论层面，如对语块的界定、识别、分类等，并从理论上肯定其教学作用，提出相关教学建议，少数研究者还通过教学实践来验证语块教学法的优势。但鲜有研究者对语块教学法与非语块教学法进行对比研究，分析说明两者在教学效果上的差异，基于这一点，本文展开教学实验，对两种教学方法进行对比讨论。首先，笔者在控制班运用非语块教学法，在实验班运用语块教学法，根据前人的语块划分方法对本实验教材的部分课文进行了语块分类和归纳，然后尝试从信息输入、信息导出和信息巩固三个步骤对汉语语块的教学过程进行设计，具体阐述了语块在展示、讲解、练习和巩固等方面的操作方法，并针对教材的一篇课文给出具体的教学示例，展示了语块教学的具体过程和方法。其次，本文还通过设计测验和调查问卷来对比语块教学法与非语块教学法的教学效果差异，根据数据统计分析得出，前者的教学效果更加理想。再次，本文分析探讨了语块教学法的优势及其在操作过程中存在的一些问题，并提出具有针对性的改进措施。最后，本文结合教学实践给出语块教学的意见和建议，涉及学生意识培养、教师教学能力加强、语块识别分类标准确定、与其他教学法结合以及增加趣味性等五个方面。

With the development of in-depth study of Chunk Theory in western linguistics, the teaching method based on this theory is also in progress, and gradually occupied a place in the English teaching and related research achievement are quite rich. In recent years, the concept of “Chunk” also be introduced in teaching Chinese as a foreign language, and gradually become a new hotspot. Domestic scholars’ study of Chinese chunk mainly concentrated on the theoretical level, for example, the chunk definition, recognition, classification.They affirm its teaching function in theory, and put forward relevant suggestions. A few researchers validated the advantage of chunks teaching method through teaching practice. But few researchers compare the chunk teaching with non chunk teaching, and shows the difference between them. Based on this point, this paper carried on a teaching experiment to compare and discuss the two kinds of teaching methods. First of all, I used the non chunk teaching method in the control class, and the chunk teaching method in the experimental class. Meanwhile, according to the previous classification methods of chunks, I found and divided all the chunks in part of the experimental material’s texts. Then I tried to divide the teaching process of Chinese chunk into three steps: the information input、the information exportation and the information consolidation. And I expounded the operation method of chunks in exhibition, explanation, exercise and consolidation. Moreover, according to a textbook I provided a concrete teaching example, showing the specific process and methods of chunks teaching. Secondly, this paper also contrast the teaching effects of the chunk teaching method and the non-chunk teaching method through the test and questionnaire, and according to statistical data analysis, the effect of the chunk teaching method is more ideal. Thirdly, this paper discussed some advantage and disadvantage of the chunk teaching method, and presented with the measures for its improvement. Finally, this paper provided some teaching suggestions such as training students’ consciousness of chunks, strengthening teachers' teaching ability, determining the recognition and classification of chunks, combining with other teaching methods as well as increasing interest.