熟語常出現在華語母語者口語及書面中，是華語母語者常用的語言現象之一，也是語言交際中的重要角色，卻也是華語學習者的學習難點。隨著華語程度的提高，接觸到華語熟語的機率也越高，但在現有對外華語教材中對於熟語的處理多半僅止於語意的解釋，其語法功能、語用及練習等則較少著墨，致使華語學習者無法掌握，進而在交際時出現障礙。因此，華語教材應重視熟語的編寫，強調其語言及文化特殊性。本文以臺灣、中國及美國的華語教材共22套60本作為研究對象，分析教材中對於熟語的注釋、語法功能、語意注釋、語用及語境、例句、練習六個方面的編寫方式。結果發現，教材中的熟語多為外語翻譯、語意注釋多僅有比喻義，其語法功能、語用及語境編寫數量相當少，例句及練習量也不足，因此本文根據教材分析結果提出熟語在教材中的編寫建議，供教師教學及教材編寫者參考之。

Idioms often appear in the spoken and written language of Chinese native speakers. As one of the most commonly used linguistic phenomena, they are important in language communication, despite being challenging to learn. As one's Chinese level improves, their likelihood of being exposed to Chinese idioms also increases. However, among the existing teaching materials for Chinese as a foreign language, the use of idioms is mainly limited to the interpretation of semantics. Their grammatical functions, pragmatics and exercise practices are less looked upon, causing Chinese learners' inability to master idioms and communication difficulties. Accordingly, Chinese teaching materials should focus attention on idioms compilation, emphasizing on their linguistic and cultural uniqueness. Taken from 22 sets of 60 Chinese textbooks from Taiwan, China and the United States, this paper analyzes idiom compilations in six aspects: annotation, grammatical function, semantic annotation, pragmatics and context, example sentences, and exercise practices. The results show that the idioms in the textbooks are mostly from foreign language translations, and that the semantic annotations are mainly figurative. The number of grammatical functions, pragmatics and contextual writing is relatively small, and the amount of sentence examples and exercise practices are insufficient. According to the results analysis, this paper proposes some suggestions for idioms compilation for the reference of teachers and textbook writers.