This research is conducted through action research on real language classes, constructing a set of near-synonym teaching model, which emphasizes on the active learning process. This model includes choosing the appropriate near-synonym phrases, meaning-based differentiation rules, teacher’s method on differentiating the near-synonym phrases, curriculum design, teaching strategy, and teaching principle. This research is conducted through an action research, by analyzing classrooms’ recordings, semi-structured interview, teaching journals, supervising-instructor’s notes, and result of the exams, thus resulting in the construction of teaching model from different perspectives. This action research could be divided into four parts, first, finding related teaching notes through literary review; second, constructing the framework of teaching model, which includes introduction, exploration, discussion, teacher’s explanation, memorization, and application; third, verifying the hypothesis on high proficiency leaner; fourth, reconstructing the teaching methodology by implementing action research on four different groups, through the process of conducting research, collecting data, responding on the result of verification, re-conducting research, re-verifying data, and repeating the whole cycle of this research. The result shows that the teaching model not only increase learning efficiency, but also develop learners’ ability to differentiate the usage of near-synonym phrases, as a reference for teachers of Chinese as second language and researcher, the reflections and the suggestion were included.