“把”量构式是“把”动构式非范畴化的结果,集合“把”量构式、个体“把”量构式、动量“把”构式共同构成了“把”量构式范畴,其中集合“把”量构式是范畴的原型,转喻和隐喻是其范畴化的促动因素。在汉语作为第二语言的量词“把”的教学中可采用:体验量构式语义形成的过程、搭建量词认知桥梁,建立量词范畴中各构式之间的联系、构拟范畴语义网络,原型先行、依据典型程度安排多义量词的教学顺序的教学策略,我们认为这些策略具有普遍性,可用来指导整个汉语作为第二语言的量词教学。 The “” quantity structure is the result of de-categorizing the dynamic structure of “”, and the set “quantity ” structure, the individual “quantity They constitute the categories of ”quantity“ constructs, in which the set of ”quantity“ constructs are the prototypes of the category. Metonymy and metaphor are the motivating factors for their categorization. In the teaching of Chinese as a second language quantifier ”leng ", we can use the process of experiencing the formation semantics bridge, constructing the bridge of the quantifier cognition, establishing the connection between the various structures in the quantifier category, constructing the category semantic network , Archetypal precedence, and teaching strategies for arranging the teaching sequences of polysemous quantifiers according to the typical degree. We think these strategies are universal and can be used to guide the whole Chinese as a second language quantifier teaching.