本文主要在“构式-语块”理论指导下，根据相关文献著作、语言本体分析和偏误分析、对国际中文教育中的教材和大纲相关内容设置的考察等，对“S（谓语动词的受事）+V（说话人的感知类动作）+起来+O（谓词性成分，表示说话人的感知性评价）”这一类句式展开研究，并将这一类句式创新性地命名为“感知句”，最终根据研究结果进行教学设计与实践，提出了有针对性的教学建议，以期为“感知句”的教学提供一种全新的、可行性强的思路与方法。

本文首先从感知句的界定入手，从句法结构和句法语义角度明确了本文要研究的感知句句式是指，主语位置由谓语动词的受事占据，谓语部分由“动词+复合趋向补语‘起来’”构成，宾语则由谓词性成分或者小句充当，并且该句式用来表达说话人对谓语动词（必须是感知性的）和主语受事的主观感知性评价。在梳理分析前人对于这一类句式的本体和教学研究的基础上，以及受到前人在“构式-语块”理论指导下成功进行了对于一些特殊的汉语构式、固定结构，如存现句、“被”字句等的教学实践的启发，尝试从“构式-语块”角度对感知句进行更加深入和全面的研究。

在阐述“构式-语块”理论运用于感知句的可行性的基础上，本文按照“构式-语块”分析法理论，揭示了感知句的语块链、构式义，对进入感知句的语块分别剖析以及说明填词要求，为感知句的教学设计打下理论基础。此外，本文还基于语料库对感知句进行了偏误分析，主要存在误加主语、错序以及回避替代类等五种类型的偏误，并探讨了产生偏误的原因。同时，详细考察了《发展汉语》《博雅汉语》《HSK标准教程》和《新实用汉语课本》教材中感知句的编排情况和教师教学感知句的策略等教学现状，在此基础上基于“构式-语块”教学法对感知句进行教学设计，并进行教学实践，根据实践情况进行总结反思，提出有针对性的感知句教学建议。总的来说，有关感知句的“构式-语块”理论分析和教学实践证明了“构式-语块”理论在感知句教学上的可行性与有效性，也再次验证了“构式-语块”理论在对于汉语中存在的一些特殊句式和固定结构的语法教学方面有其特殊的优势，本研究有望为对外汉语感知句的教学提供一种新的思路和方法，拓展“构式-语块”理论在语法教学中的使用范围。

Under the guidance of the theory of “construction-chunk” and based on relevant literature, linguistic ontology and bias analysis, and the examination of the relevant contents of textbooks and syllabi in international Chinese language education, this paper studies the sentence pattern of “S (the subject of predicate verb) + V (the speaker's perceived action) + up + O (predicative element, indicating the speaker's perceptual evaluation)”, and innovatively names this kind of sentence pattern as “S”. S (the subject of the predicate verb) + V (the speaker's perceptual action) + up + O (the predicative constituent, indicating the speaker's perceptual evaluation)", and innovatively named this type of sentence as ‘Perceptual Sentences’, and finally, based on the results of the study, we have made a teaching design and practice, and put forward targeted teaching suggestions, in order to provide a better solution for the ‘Perceptual Sentences’, and to help the speakers to understand the meaning of ‘Perceptual Sentences’. To provide a new and feasible way of thinking and methodology for the teaching of “perception sentences”, this paper firstly defines the meaning of “perception sentences”.

This paper first starts from the definition of the perceptual sentence, and clarifies from the perspective of syntactic structure and syntactic semantics that the perceptual sentence to be studied in this paper refers to the fact that the subject position is occupied by the subject of the predicate verb, and the predicate part consists of the verb + the compound tendency complement 'to get up', while the object consists of the predicative verb, and the object consists of the predicative verb. The object is filled by a predicative constituent or clause, and the syntax is used to express the speaker's subjective perceptual evaluation of the predicate verb (which must be perceptual) and the subject-receiver. Based on analyzing the ontological and pedagogical research on this kind of sentence formation, and under the guidance of the previous researchers in the theory of “composition-chunks”, we have successfully carried out the teaching and learning of some special Chinese compositions and fixed structures, such as the existential sentence, the “to be” sentence, and so on. Inspired by the successful teaching practice of some special Chinese constructions and fixed structures under the guidance of the “construction-chunk” theory, such as the existent sentence and the “to be” sentence, we try to conduct more in-depth and comprehensive research on perceptual clauses from the perspective of the “construction-chunk” theory.

Based on elaborating the feasibility of applying the theory of “construction-chunk” to perceptual sentences, this paper reveals the chain of chunks, the meaning of construals, the meaning of the chunks that enter into perceptual sentences, the meaning of the chunks that enter into perceptual sentences, and the meaning of the chunks that enter into perceptual sentences. It also analyzes the chunks of perceptual sentences and describes the requirements for filling in the words, to lay a theoretical foundation for the teaching design of perceptual sentences. In addition, this paper also analyzes the biases of perceptual sentences based on the corpus and discusses the reasons for the biases, which are mainly five types of biases, such as adding the wrong subject, wrong order, and avoiding substitution. At the same time, the current teaching situation of the arrangement of perceptual sentences and teachers' strategies for teaching perceptual sentences in the textbooks of Developing Chinese, Boya Chinese, HSK and New Practical Chinese Textbook were examined in detail, and the teaching design and practice of teaching perceptual sentences were carried out based on the “construction-chunk” teaching method. Based on this, we design and practice the teaching of perceptual sentences based on the “constructive-phrase block” teaching method, summarize and reflect on the practice, and put forward targeted suggestions for the teaching of perceptual sentences. Generally speaking, the theoretical analysis and teaching practice of “construction-chunk” proved the feasibility and effectiveness of the theory of “construction-chunk” in the teaching of perceptual sentences, and once again verified that the theory of “construction-chunk” can be applied to the teaching of perceptual sentences, and that the theory of “construction-chunk” can be applied to the teaching of perceptual sentences. It also proves that the theory of “construction-chunk” has its special advantages in teaching some special sentence patterns and fixed structures in Chinese, and this study is expected to provide a new way of thinking and methodology for the teaching of perceptual sentences in Chinese as a foreign language and expand the role of the theory of “construction-chunk” in the teaching of perceptual sentences. This study is expected to provide a new way of thinking and a new method for teaching perceptual sentences in Chinese as a foreign language, and to expand the scope of the use of the theory of “constructions”.