本研究以《基础汉语40课》的词汇系统为封闭语料，系统提取并分级统计了其中出现的汉日心理情感同形词。研究首先依据语义核心、同形对应与义项筛选三重标准，确立了包含88个目标词汇的教学研究词库，并依据“语义-句法-语用”差异的显著程度，将其划分为高、中、低三个教学难度层级。通过定性与定量相结合的对比语言学方法，本文从语义、句法及语用三个层面，对“感动”、“感谢”、“紧张”、“得意”等典型词例进行了细致的汉日差异剖析，揭示了“伪友”陷阱、句法投射错位及语用色彩偏移三类核心差异模式，并据此归纳出日语母语者可能产生的四大偏误类型。针对这些差异与教学难点，本研究创新性地构建了包含“认知对比、句法定格、语用活化”三个维度的梯度教学法，并设计了以“感动、感谢、后悔”为例的整合性教学方案。论文旨在超越单纯的偏误描述，为对日汉语情感词汇教学提供一套基于教材实证、指向课堂实践的系统性教学策略与理论参考。

This study takes the vocabulary system of the textbook "40 Lessons For Basic Chinese Course" as closed corpus, systematically extracts and statistically classifies the Japanese-Chinese psychological and emotional homographs that appear in it. The study first establishes a teaching research vocabulary bank containing 88 target vocabulary items based on three criteria: semantic core, homographic correspondence, and item selection. According to the significant degree of "semantic-syntactic-pragmatic" differences, it is divided into three teaching difficulty levels: high, medium, and low. Through a combination of qualitative and quantitative contrastive linguistic methods, this paper conducts a detailed analysis of the Japanese-Chinese differences in typical word examples such as "moved," "grateful," "nervous," and "proud," reveals three core difference patterns: "pseudo-friend" trap, syntactic projection misplacement, and pragmatic color shift, and accordingly summarizes four potential error types that Japanese native speakers may produce. In response to these differences and teaching difficulties, this study innovatively constructs a graded teaching method that includes three dimensions: "cognitive contrast, syntactic patterning, and pragmatic activation," and designs an integrated teaching program with "moved," "grateful," and "regret" as examples. The paper aims to go beyond mere error description and provide a set of systematic teaching strategies and theoretical references based on textbook evidence and classroom practice for the teaching of emotional vocabulary in Japanese-Chinese.