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1. 从动作状态到实际结果\n\n你已经会用“他说得很清楚”评价一个动作。**“得”字补语**还可以描写动作发生时的具体状态，或说明某个动作、某种情况造成了什么结果。理解这两种用法，要看“得”后面说了什么，也要看前后的语境。\n\n学完后，你可以：\n\n- 区分对动作状态的描写和对实际结果的说明；\n- 用短语或小句补充具体信息；\n- 判断补语中的状态属于谁，并避免与可能补语混淆。\n\n## 2. 状态描写与结果说明\n\n基本结构是：**动词或形容词＋得＋补语**。补语不一定只是一个形容词，也可以是较长的短语，甚至是带有自己主语的小句。\n\n| 表达重点 | 例句 | 补语的作用 |\n| --- | --- | --- |\n| 动作的状态 | 她讲**得条理清楚，重点突出**。 | 描写讲述的具体表现 |\n| 动作引起的身体反应 | 他跑**得满头大汗**。 | 说明跑步造成的结果 |\n| 情绪引起的行为 | 她急**得在屋里走来走去**。 | 说明着急时出现的行为 |\n| 对另一个人的影响 | 楼上的音乐吵**得我睡不着觉**。 | 说明噪声对“我”的影响 |\n\n表示状态时，重点往往是“动作进行得怎么样”；表示结果时，重点往往是“这个动作或情况使人、事物怎么样了”。\n\n:::note\n状态和结果不总能完全分开。“他笑得直不起腰”既描写笑时的身体状态，也说明笑造成的结果。这里的“结果”是意义上的结果，不等于“写完、听懂”那类直接接在动词后的结果补语。\n:::\n\n## 3. 用具体表现展开补语\n\n在较详细的叙述中，可以用可观察的动作或变化代替简单的评价。例如，“她很紧张”只说明情绪；“她紧张得手一直发抖”则把情绪的表现说得更具体。\n\n:::example\n面试时，她紧张**得手一直发抖**。\n\n听到这个消息，孩子们高兴**得又跳又叫**。\n\n雨下**得院子里到处都是积水**。\n:::\n\n这几句中的补语分别是：\n\n- **手一直发抖**：小句，“手”是补语内部的主语；\n- **又跳又叫**：并列的动作，做这些动作的是“孩子们”；\n- **院子里到处都是积水**：说明下雨造成的环境变化。\n\n补语可以较长，但必须与前面的动作或情况有清楚的联系，不能只是随意接上下一件事。\n\n:::warning\n如果要表达“看完书以后去睡觉”，不能说“他看书得去睡觉了”。应说“他看完书就去睡觉了”。先后发生的两件事，不一定构成“得”字补语中的结果关系。\n:::\n\n## 4. 看清状态属于谁\n\n“得”后面的状态可能属于句子的主语，也可能属于另一个人或事物。\n\n| 句子 | 谁出现了这个状态？ |\n| --- | --- |\n| 他累**得不想说话**。 | “他”不想说话 |\n| 这件事气**得他不想说话**。 | “他”受这件事影响，不想说话 |\n| 这场雨下**得我们没法出门**。 | “我们”受到下雨的影响，没法出门 |\n\n第二、三句要在“得”后明确说出受影响的人。否则，读者可能无法判断结果发生在谁身上。\n\n如果动作本身带宾语，通常不能把“得”直接放在宾语后。可以重复动词，也可以把宾语放到前面作为话题。\n\n:::example\n她**讲故事讲得**孩子们都入了迷。\n\n**这个故事，她讲得**孩子们都入了迷。\n:::\n\n第一句先说活动“讲故事”，再说明结果；第二句先提出“这个故事”，再说明她讲述时产生的效果。两句都不是“她讲故事得孩子们都入了迷”。\n\n## 5. 与相近结构作区分\n\n### 实际表现与可能性\n\n比较下面两个句子：\n\n- 外面太吵了，我**睡不着**。——“睡不着”表示无法入睡。\n- 外面的声音**吵得我睡不着**。——整个“得”字结构说明噪声造成的结果；其中“睡不着”仍然表示无法入睡。\n\n有些形式单独看可能有两种理解，需要语境帮助判断。\n\n:::example\n他今天**说得很清楚**，大家一听就懂了。——评价这次说话的实际表现。\n\n这件事太复杂，你**说得清楚吗**？——这里主要问有没有能力解释清楚。\n:::\n\n### 否定状态与否定动作\n\n**“得”后面可以出现否定形式**，表示某种状态没有达到，或出现了不能做某事的结果。\n\n| 句子 | 意思 |\n| --- | --- |\n| 他讲**得不清楚**。 | 他讲了，但表达不清楚 |\n| 他**没讲**。 | 讲述这个动作没有发生 |\n| 他累**得一句话也不想说**。 | 劳累使他没有说话的意愿 |\n\n不要把“讲得不清楚”直接改成“讲不清楚”而认为意思完全不变。后者通常侧重无法讲清楚，而前者侧重评价讲述的表现。\n\n### 实际结果不一定带“了”\n\n“得”字补语可以说明某一次发生的结果，也可以说明经常出现的情况。**不能只凭有没有“了”判断是不是结果。**\n\n- 昨天他跑**得满头大汗**。——一次实际发生的结果。\n- 他每次跑步都跑**得满头大汗**。——经常出现的结果。\n\n## 6. 表达前的检查\n\n1. **确定重点**：要评价动作的表现，还是说明它造成的具体结果？\n2. **补全内容**：需要时，用动作短语或小句展开，不只说“很好”。\n3. **找出对象**：状态属于谁？如果是另一个人或事物，要表达清楚。\n4. **检查位置**：“得”接在相应的动词或形容词后，不直接接在宾语后。\n5. **结合语境**：区分实际表现、实际结果和能否做到。\n\n:::tip\n记住这组对比：**讲得条理清楚**重在表现，**讲得孩子们都入了迷**重在影响。两者都用“得”引出补充说明，但关注的信息不同。\n:::",[1126],{"id":1127,"name":1128,"level":643,"language":9,"isCompleted":1129,"completionPercentage":1130,"totalExercises":21,"completedExercises":1130},"01a0e1ad-b30a-7663-a781-90822dce4cdb","得字补语中的程度、状态与影响",false,0,"2026-09-27T07:04:12+00:00","2026-10-11T12:53:48+00:00",[],{"name":1128,"slug":1135,"language":9},"de-buyu-chengdu-yingxiang-b2",[],{"id":1127,"name":1128,"slug":1135,"language":9,"level":643,"introduction":1138,"lessonCount":16,"totalExercises":21,"objectives":1139,"prerequisites":1142,"lessons":1144},"说忙得不得了是在加强程度，说忙得没时间吃饭则把影响说具体。先比较得很、极了、得不得了的搭配和评价语气，再用短语或小句展开动作状态与实际结果。学习时还要确认补语中的状态属于谁，并区分讲得不清楚的表现与讲不清楚的能力限制。",[1140,1141],"按搭配和语气选择高程度形式。","用具体表现或影响展开补语并说明受影响者。",[1143],"已会动词加得的基本评价与可能补语。",[1145,1153],{"id":721,"contentId":1146,"slug":723,"title":722,"level":643,"summary":1147,"order":11,"exercises":1148},"pg_667eefd0-3806-4f12-ac72-381b347d05d1","选择得很、极了、得不得了表达高程度，顾及词义搭配与评价语气。",[1149],{"id":1150,"title":1151,"order":1130,"type":1152},"01a0e1ad-c0e5-79b9-b54b-6bafdfe934d4","程度表达：结构、搭配与句意","word_select",{"id":726,"contentId":1154,"slug":728,"title":727,"level":643,"summary":1155,"order":16,"exercises":1156},"pg_7989fc5e-fe7c-4640-bbd2-4ff83a782039","用得字补语展开状态和具体影响，确认受影响者并区别可能补语。",[1157,1160],{"id":1158,"title":1159,"order":1130,"type":1152},"01a0e1ad-c1a2-7b08-95fe-32fd39105609","从实际表现理解“得”字补语",{"id":1161,"title":1162,"order":11,"type":1152},"01a0e1ad-c1ba-7766-acfe-fa0f68641728","从身体反应与他人影响理解“得”字补语",[1164,1170],{"@id":1165,"@type":1166,"id":1158,"grammarPage":1167,"title":1159,"instructions":1168,"displayOrder":1130,"type":1152,"questionCount":66,"blankCount":66,"isCompleted":1129,"ogImageUrl":1169},"\u002Fapi\u002Fgrammar_exercises\u002F01a0e1ad-c1a2-7b08-95fe-32fd39105609","GrammarExercise","\u002Fapi\u002Fgrammar_pages\u002F01a0e1ad-b489-7de6-9825-12e67d68ee9d","根据上下文，选择能准确表达句意、语序正确的选项。","\u002Fuploads\u002Fimages\u002Fgpimg_31809501-e662-493f-8ea9-1aa9f80fa5c9_hero.webp?v=1790492656",{"@id":1171,"@type":1166,"id":1161,"grammarPage":1167,"title":1162,"instructions":1172,"displayOrder":11,"type":1152,"questionCount":66,"blankCount":66,"isCompleted":1129,"ogImageUrl":1173},"\u002Fapi\u002Fgrammar_exercises\u002F01a0e1ad-c1ba-7766-acfe-fa0f68641728","阅读情境，选择符合表达重点的补语或句式，注意谁受到影响。","\u002Fuploads\u002Fimages\u002Fgpimg_b51aaea3-8883-4074-9435-13a1c6066402_hero.webp?v=1790492656",{"id":1158,"grammarPage":1167,"title":1159,"instructions":1168,"seoTitle":1175,"seoDescription":1176,"displayOrder":1130,"type":1152,"questions":1177,"ogImageUrl":1169},"“得”字补语选择练习：实际表现与具体结果","本组通过十二道选词填空，练习用得字补语描述实际表现、身体反应、环境变化及对他人的影响。结合面试、演出、暴雨和工作交流等语境，辨认补语中状态的归属，检查带宾语时的重动式与话题式，区分否定状态、否定动作和可能性表达。每题附有解析及新例句，帮助学习者把握补语的位置，并理解结果关系与事件先后关系的区别。",[1178],{"id":1179,"sentenceTemplate":1180,"displayOrder":1130,"explanation":1181,"exampleSentence":1182,"blanks":1183},"01a0e1ad-c1a2-7dc8-95fe-32fd3af7d7ae","面试前，小林在门外等候。他__1__，连手里的号码牌都快拿不住了。","“手心直冒汗”说明紧张造成的身体反应，要用“得”引出。“地”不能连接形容词和这个结果小句；用“的”会把“紧张”变成修饰“手心”的成分，既不能表达这里的结果关系，“他紧张的手心”也缺少所属标记。","她着急得嘴唇都发白了，却还是一句话也说不出来。",[1184],{"id":1185,"blankNumber":11,"options":1186},"01a0e1ad-c1a2-7d6c-95fe-32fd3abdf4ca",[1187,1190,1194],{"id":1188,"optionText":1189,"isCorrect":1129,"displayOrder":1130},"01a0e1ad-c1a2-7cc8-95fe-32fd39cfc179","紧张地手心直冒汗",{"id":1191,"optionText":1192,"isCorrect":1193,"displayOrder":11},"01a0e1ad-c1a2-7d14-95fe-32fd39f160d9","紧张得手心直冒汗",true,{"id":1195,"optionText":1196,"isCorrect":1129,"displayOrder":16},"01a0e1ad-c1a2-7d40-95fe-32fd3a051606","紧张的手心直冒汗",{"html":1198,"toc":1199},"\u003Ch2 id=\"section\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">1.\u003C\u002Fspan>从动作状态到实际结果\u003C\u002Fh2>\n\u003Cp>你已经会用“他说得很清楚”评价一个动作。\u003Cstrong>“得”字补语\u003C\u002Fstrong>还可以描写动作发生时的具体状态，或说明某个动作、某种情况造成了什么结果。理解这两种用法，要看“得”后面说了什么，也要看前后的语境。\u003C\u002Fp>\n\u003Cp>学完后，你可以：\u003C\u002Fp>\n\u003Cul>\n\u003Cli>区分对动作状态的描写和对实际结果的说明；\u003C\u002Fli>\n\u003Cli>用短语或小句补充具体信息；\u003C\u002Fli>\n\u003Cli>判断补语中的状态属于谁，并避免与可能补语混淆。\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Ch2 id=\"section-2\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">2.\u003C\u002Fspan>状态描写与结果说明\u003C\u002Fh2>\n\u003Cp>基本结构是：\u003Cstrong>动词或形容词＋得＋补语\u003C\u002Fstrong>。补语不一定只是一个形容词，也可以是较长的短语，甚至是带有自己主语的小句。\u003C\u002Fp>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>表达重点\u003C\u002Fth>\n\u003Cth>例句\u003C\u002Fth>\n\u003Cth>补语的作用\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>动作的状态\u003C\u002Ftd>\n\u003Ctd>她讲\u003Cstrong>得条理清楚，重点突出\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>描写讲述的具体表现\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>动作引起的身体反应\u003C\u002Ftd>\n\u003Ctd>他跑\u003Cstrong>得满头大汗\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>说明跑步造成的结果\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>情绪引起的行为\u003C\u002Ftd>\n\u003Ctd>她急\u003Cstrong>得在屋里走来走去\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>说明着急时出现的行为\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>对另一个人的影响\u003C\u002Ftd>\n\u003Ctd>楼上的音乐吵\u003Cstrong>得我睡不着觉\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>说明噪声对“我”的影响\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cp>表示状态时，重点往往是“动作进行得怎么样”；表示结果时，重点往往是“这个动作或情况使人、事物怎么样了”。\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--note\">\u003Cp>状态和结果不总能完全分开。“他笑得直不起腰”既描写笑时的身体状态，也说明笑造成的结果。这里的“结果”是意义上的结果，不等于“写完、听懂”那类直接接在动词后的结果补语。\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Ch2 id=\"section-3\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">3.\u003C\u002Fspan>用具体表现展开补语\u003C\u002Fh2>\n\u003Cp>在较详细的叙述中，可以用可观察的动作或变化代替简单的评价。例如，“她很紧张”只说明情绪；“她紧张得手一直发抖”则把情绪的表现说得更具体。\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--example\">\u003Cp>面试时，她紧张\u003Cstrong>得手一直发抖\u003C\u002Fstrong>。\u003C\u002Fp>\n\u003Cp>听到这个消息，孩子们高兴\u003Cstrong>得又跳又叫\u003C\u002Fstrong>。\u003C\u002Fp>\n\u003Cp>雨下\u003Cstrong>得院子里到处都是积水\u003C\u002Fstrong>。\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Cp>这几句中的补语分别是：\u003C\u002Fp>\n\u003Cul>\n\u003Cli>\u003Cstrong>手一直发抖\u003C\u002Fstrong>：小句，“手”是补语内部的主语；\u003C\u002Fli>\n\u003Cli>\u003Cstrong>又跳又叫\u003C\u002Fstrong>：并列的动作，做这些动作的是“孩子们”；\u003C\u002Fli>\n\u003Cli>\u003Cstrong>院子里到处都是积水\u003C\u002Fstrong>：说明下雨造成的环境变化。\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Cp>补语可以较长，但必须与前面的动作或情况有清楚的联系，不能只是随意接上下一件事。\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--warning\">\u003Cp>如果要表达“看完书以后去睡觉”，不能说“他看书得去睡觉了”。应说“他看完书就去睡觉了”。先后发生的两件事，不一定构成“得”字补语中的结果关系。\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Ch2 id=\"section-4\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">4.\u003C\u002Fspan>看清状态属于谁\u003C\u002Fh2>\n\u003Cp>“得”后面的状态可能属于句子的主语，也可能属于另一个人或事物。\u003C\u002Fp>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>句子\u003C\u002Fth>\n\u003Cth>谁出现了这个状态？\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>他累\u003Cstrong>得不想说话\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>“他”不想说话\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>这件事气\u003Cstrong>得他不想说话\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>“他”受这件事影响，不想说话\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>这场雨下\u003Cstrong>得我们没法出门\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>“我们”受到下雨的影响，没法出门\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cp>第二、三句要在“得”后明确说出受影响的人。否则，读者可能无法判断结果发生在谁身上。\u003C\u002Fp>\n\u003Cp>如果动作本身带宾语，通常不能把“得”直接放在宾语后。可以重复动词，也可以把宾语放到前面作为话题。\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--example\">\u003Cp>她\u003Cstrong>讲故事讲得\u003C\u002Fstrong>孩子们都入了迷。\u003C\u002Fp>\n\u003Cp>\u003Cstrong>这个故事，她讲得\u003C\u002Fstrong>孩子们都入了迷。\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Cp>第一句先说活动“讲故事”，再说明结果；第二句先提出“这个故事”，再说明她讲述时产生的效果。两句都不是“她讲故事得孩子们都入了迷”。\u003C\u002Fp>\n\u003Ch2 id=\"section-5\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">5.\u003C\u002Fspan>与相近结构作区分\u003C\u002Fh2>\n\u003Ch3 id=\"section-6\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">5.1\u003C\u002Fspan>实际表现与可能性\u003C\u002Fh3>\n\u003Cp>比较下面两个句子：\u003C\u002Fp>\n\u003Cul>\n\u003Cli>外面太吵了，我\u003Cstrong>睡不着\u003C\u002Fstrong>。——“睡不着”表示无法入睡。\u003C\u002Fli>\n\u003Cli>外面的声音\u003Cstrong>吵得我睡不着\u003C\u002Fstrong>。——整个“得”字结构说明噪声造成的结果；其中“睡不着”仍然表示无法入睡。\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Cp>有些形式单独看可能有两种理解，需要语境帮助判断。\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--example\">\u003Cp>他今天\u003Cstrong>说得很清楚\u003C\u002Fstrong>，大家一听就懂了。——评价这次说话的实际表现。\u003C\u002Fp>\n\u003Cp>这件事太复杂，你\u003Cstrong>说得清楚吗\u003C\u002Fstrong>？——这里主要问有没有能力解释清楚。\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Ch3 id=\"section-7\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">5.2\u003C\u002Fspan>否定状态与否定动作\u003C\u002Fh3>\n\u003Cp>\u003Cstrong>“得”后面可以出现否定形式\u003C\u002Fstrong>，表示某种状态没有达到，或出现了不能做某事的结果。\u003C\u002Fp>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>句子\u003C\u002Fth>\n\u003Cth>意思\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>他讲\u003Cstrong>得不清楚\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>他讲了，但表达不清楚\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>他\u003Cstrong>没讲\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>讲述这个动作没有发生\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>他累\u003Cstrong>得一句话也不想说\u003C\u002Fstrong>。\u003C\u002Ftd>\n\u003Ctd>劳累使他没有说话的意愿\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cp>不要把“讲得不清楚”直接改成“讲不清楚”而认为意思完全不变。后者通常侧重无法讲清楚，而前者侧重评价讲述的表现。\u003C\u002Fp>\n\u003Ch3 id=\"section-8\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">5.3\u003C\u002Fspan>实际结果不一定带“了”\u003C\u002Fh3>\n\u003Cp>“得”字补语可以说明某一次发生的结果，也可以说明经常出现的情况。\u003Cstrong>不能只凭有没有“了”判断是不是结果。\u003C\u002Fstrong>\u003C\u002Fp>\n\u003Cul>\n\u003Cli>昨天他跑\u003Cstrong>得满头大汗\u003C\u002Fstrong>。——一次实际发生的结果。\u003C\u002Fli>\n\u003Cli>他每次跑步都跑\u003Cstrong>得满头大汗\u003C\u002Fstrong>。——经常出现的结果。\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Ch2 id=\"section-9\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">6.\u003C\u002Fspan>表达前的检查\u003C\u002Fh2>\n\u003Col>\n\u003Cli>\u003Cstrong>确定重点\u003C\u002Fstrong>：要评价动作的表现，还是说明它造成的具体结果？\u003C\u002Fli>\n\u003Cli>\u003Cstrong>补全内容\u003C\u002Fstrong>：需要时，用动作短语或小句展开，不只说“很好”。\u003C\u002Fli>\n\u003Cli>\u003Cstrong>找出对象\u003C\u002Fstrong>：状态属于谁？如果是另一个人或事物，要表达清楚。\u003C\u002Fli>\n\u003Cli>\u003Cstrong>检查位置\u003C\u002Fstrong>：“得”接在相应的动词或形容词后，不直接接在宾语后。\u003C\u002Fli>\n\u003Cli>\u003Cstrong>结合语境\u003C\u002Fstrong>：区分实际表现、实际结果和能否做到。\u003C\u002Fli>\n\u003C\u002Fol>\n\u003Cdiv class=\"grammar-callout grammar-callout--tip\">\u003Cp>记住这组对比：\u003Cstrong>讲得条理清楚\u003C\u002Fstrong>重在表现，\u003Cstrong>讲得孩子们都入了迷\u003C\u002Fstrong>重在影响。两者都用“得”引出补充说明，但关注的信息不同。\u003C\u002Fp>\n\u003C\u002Fdiv>\n",[1200,1204,1208,1212,1216,1220,1224,1228,1232],{"id":1201,"text":1202,"depth":16,"number":1203},"section","从动作状态到实际结果","1",{"id":1205,"text":1206,"depth":16,"number":1207},"section-2","状态描写与结果说明","2",{"id":1209,"text":1210,"depth":16,"number":1211},"section-3","用具体表现展开补语","3",{"id":1213,"text":1214,"depth":16,"number":1215},"section-4","看清状态属于谁","4",{"id":1217,"text":1218,"depth":16,"number":1219},"section-5","与相近结构作区分","5",{"id":1221,"text":1222,"depth":21,"number":1223},"section-6","实际表现与可能性","5.1",{"id":1225,"text":1226,"depth":21,"number":1227},"section-7","否定状态与否定动作","5.2",{"id":1229,"text":1230,"depth":21,"number":1231},"section-8","实际结果不一定带“了”","5.3",{"id":1233,"text":1234,"depth":16,"number":1235},"section-9","表达前的检查","6"]