本文基于HSK语料库，以“很、非常、太、真、最”五个基础程度副词为对象，分析留学生的习得偏误。结果显示学生存在副词滥用与回避使用并存的问题，各类偏误呈现明显分化。对照现有教材后，发现知识点编排难以匹配学生实际问题。结合成因分析，本文提出分层教学、对比辨析、活用偏误案例等教学建议，以期改善教学效果。

Based on the HSK corpus, this study examines acquisition errors made by international students in using five basic degree adverbs—"hěn," "fēicháng," "tài," "zhēn," and "zuì." The results show that students simultaneously overuse and avoid these adverbs, with different types of errors exhibiting clear distinctions. A comparison with existing textbooks reveals that the organization of teaching content fails to align well with students' actual difficulties. Drawing on error analysis, the paper proposes pedagogical suggestions such as tiered instruction, comparative analysis, and practical use of error cases, aiming to improve teaching effectiveness.