本文從認知語義學的角度分析漢語提手旁動詞的語義，並嘗試採擷分析過程中的理論和方法，應用在華語文語義教學上。
第一章，簡述研究動機，以及本論文章節安排梗概。
第二章，從建立在身體經驗基礎之上的形象圖式出發，討論同形近義的同構隱喻引申範疇延展。藉〈插〉、〈抽〉二詞為例說明概念結構的形象圖式完形以及被促發成的隱喻引申範疇延展。
第三章，以“落體運動”動詞家族－〈投〉、〈拋〉、〈扔〉、〈摔〉、〈擲〉的辨識為例，利用專職語義特徵輔以模糊理論的經驗法則，辨識同形象圖式家族內的異形近義成員。
第四章，以問題討論的方式提出幾個和語義內涵、語義改變、語義分析、語義教學等相關的幾個問題，並試著給出一些解釋和說明。
第五章，則利用前三章的理論、分析範例、問題討論，編製一套待檢證的華語文語義教學設計理念和示範。
第六章，結語。交代本論文未及之處和作者一些簡短的感想。

This thesis deals with the meaning of hand radical verbs in Chinese from the perspectives of cognitive semantics and attempts at an application to the pedagogy of Chinese as a second language of the theories and methods in the process of this semantic analysis.
Chapter 1presents the motivations for this research and the organization of this thesis.
Starting with image schema based on human physical experiences, we discuss the isomorphic metaphorical extension of polysemy in Chapter 2. Taking cha and chou 2 for example, we explain the image schema gestalt of our concept structure and the motivated category extension of the metaphorical use of a word.
Taking “parabolic action ”verb family －tou, pao, reng, shuai, zhi, 3 for example,in Chapter 3, we identify these quasisynonymous verbs by ad hoc semantic features in the empirical framework of latelydeveloped fuzzy set theory.
In Chapter 4, we raise several questions about word meaning, meaning change, semantic analysis and semantic pedagogy, and render some tentative explanations to them.
In Chapter 5,we apply the theories, analyses and discussions presented in the first three chapters to an illustration of an instructional design on a semantic pedagogy of Chinese as a second language. However, this section is only an attempt at a possible framework, and a fuller treatment has yet to be undertaken.
Chapter 6, the last chapter, presents a series of questions that have not been dealt with fully in this thesis and a few afterthoughts from the author.