「身體」是我們建立概念以認識世界的重要憑藉，認知語言學認為人類概念的形成以及詞語的衍生主要是由個人「經驗」及文化「體驗」的認知擴展而來，華語慣用語也可印證這種現象。華語裡由頭、面、五官、四肢及身體內外部位等人體詞所構成的慣用語不少，它們常被運用於言語交際之中，部分慣用語還深具漢文化特殊色彩，因此可以做為慣用語教學基礎語彙之一。本文以臺灣教育部「重編國語辭典」做為主要語料依據，找出其中由「眼（目）」、「耳」、「鼻」、「舌（口、嘴）」、「身」五大感官名詞所組成的三字慣用語，運用「認知隱喻」及「意象圖式」理論，對其中出現的五官類慣用語作出隱喻與轉喻類型分析與歸納。「概念隱喻」理論對語言教學有著積極的指導作用，對語言習得也發揮相當大的影響力，本文探討五官慣用語的識知方式，試圖建構華語慣用語的概念性及系統性，期許學生由此對慣用語的學習能有更正確的掌握，教師從事華語教學也能達到以簡馭繁的教學效果。

＂Body＂ is an important reliance of our concept of understanding the world. Cognitive linguistics holds that the formation of human concepts and the derivation of words are mainly derived from the individual ＂experience＂ and cultural ＂experience＂, so it is with the Chinese idioms. There are many idioms in Chinese consisting of head, face, the five sense organs, limbs and other parts of the body, which are often used in verbal communication. Some of them also have a special color of Chinese culture, so it can be used as a basic vocabulary of idiom teaching. Based on Taiwanese Chinese as the main corpus, this paper tries to pick out the three-character idioms which are made up of five sense organs of ＂eye＂, ＂ear＂, ＂nose＂, ＂mouth＂ and ＂body＂. By applying to the theory of cognitive metaphor and image schema, this paper analyzes and reduces the types of metaphor and metonymy of facial expressions. ＂Conceptual metaphor＂ theory not only plays a positive role in guiding language teaching, but also has a significant influence on language acquisition. This paper explores the cognitive way of idioms of five sense organs and tries to construct the conceptual and systematic nature of Chinese idioms. It is believed that the cognitive metaphor system teaching method can help the students use the idioms more correctly, and help the teachers achieve better results in Chinese teaching.