四字格对举格式无论是在汉语本体领域还是对外汉语教学领域都是研究的一个热点，因为它不但体现了汉语语言特色，还是学生学习的重难点，也是教师教学的重难点。本文试图为四字格对举格式建立框架性的体系，针对学习者的偏误现象，总结分类，并根据偏误产生的原因，提出切实可行的教学建议。 从宏观的角度来看，四字格对举格式形成“型式——格式——语例”三级体系。我们共从三套对外汉语教材中收集到了952个语例，并以此为考察基点，从它们的意义联系和形式特点中总结出172个四字格对举格式，同时着眼于这172个四字格对举格式，在最大共性的基础上提取出“奇位对举型”和“偶位对举型”两种基本型式。“型式”“格式”及“语例”三者之间是一种上下位的关系，它们依次统辖，形成了四字格对举格式的外部大系统。 从微观的角度审视，每一个四字格对举格式所统辖的语例也具有层级性上的差异。由于产生的时代以及各自的凝固程度不同，这些整理出来的语例可被大致划分到核心层——中间层——外围层的三个层级之中。我们以三套对外汉语教材中出现比重最大的10个对举格式为例，借助于认知语言学理论中的构式语法、概念整合和隐喻转喻理论，对这10个四字格对举格式逐一、逐层地描写和分析，以证明在格式的内部等级性确乎存在，由此形成了四字格对举格式的内部小系统。 在四字格对举格式本体研究的基础上，本文重点探讨了如何将研究结论应用于对外汉语教学领域，如何搭建理论和应用之间的“桥梁”等问题。通过一项语言调查，我们从HSK动态作文语料库以及针对中高级汉语水平的多国留学生的问卷调查中，搜集到了大量偏误语料，描写与分析四字格对举格式习得的主要问题，探究原因并找寻对策。由于学习者对格式“对举性”的认识不足、母语干扰、语内迁移以及教学中的疏漏等原因，导致了学习者在运用四字格对举格式语例的过程中出现了书写形式偏误、概念意义偏误、色彩意义偏误以及用法方面上的偏误等。 通过前期的理论探讨和调查分析，本文总结出系统原则、随机原则、文化原则以及分层原则等针对四字格对举格式的教学原则和教学策略，特别强调了教学中的“系统性”和“分层性”，力求为对外汉语教师的教学实践提供帮助。

The study of four-character symmetry construction phrases (SCP) is not only a popular topic in the field of native Chinese-teaching, but also frequently discussed in the process of teaching Chinese as a second language (TCSL). It demonstrates the unique features of Chinese language, and has been proved to be difficult both for instructors to teach, and for students to learn. This paper attempts to establish an inherent system on behalf of four-character SCP. Based on mistakes that international students have made, they were analyzed and categorized, then according to the reasons of those mistakes, practical improvements were suggested. From a broad perspective, four-character SCP forms a “model——format——example” system. We have collected 952 four-character SCP examples from three TCSL teaching materials, and have summarized them into 172 types based on their meaning and formatting. Focusing on the 172 types, two basic types —— “odd symmetry construction” and “even symmetry construction” are extracted based on their maximum commonness. The relationship between “model”, “format” and “example” is a kind of relationship between the upper and lower levels, which, in turn, form a large external system of four-character SCP. From the microscopic perspective, each four-character SCP has a hierarchical difference in their governance of language examples. Due to the generation of the time and the degree of solidification, these compiled language cases can be roughly divided into the core layer -- middle layer -- and outer layer. By using conceptual integration theory of cognitive linguistics, we analyzed ten most frequently appeared four-character opposition phrases in three different sets of TCSL teaching materials from the cognitive perspective. Which in turn, helped prove that there indeed is a hierarchy within the system of four-character symmetry construction phrases, and therefore, a small internal system is formed. On the basis studying four-character SCP, we focus on how to apply the research conclusion to the field of TCSL and how to build the “bridge” between theory and application. Through a survey, we have collected an abundance of mistakes from intermediate/advanced Chinese second language learners in the HSK dynamic composition corpus. We described and analyzed main problems that lead to these mistakes. Possible reasons are stated and discussed, and further countermeasures are being researched. Since the learners have shown symptoms in insufficient format recognition, mother tongue disruption, and already-learned mandarin disruption, they have caused the learners to demonstrate written errors, conceptual errors, connotative errors, and usage errors in the process of applying their knowledge. Through the previous theoretical discussion, investigation and analysis, this paper sums up the system principle, the random principle, culture principle and hierarchical principle for four-character SCP ‘s teaching principles and teaching strategies, with particular emphasis on the teaching of “systematic” and “stratification”. It aims to provide some practical and effective help to the Chinese teachers.