本文是关于汉语介词“把”和希伯来语介词“??”（Et）的比较研究。两个介词虽属于不同的语言系统，但其基本语法功能均为动作受事者的标志，存在一定的可比性，值得深入探讨。本文对汉语介词“把”和希伯来语介词“??”这两个独特的语言成分进行了系统性的对比研究，以字典、教材和现有的学术研究成果为基础，采用抽样例句和动词为主要研究方法，从语法学和语义学的角度深入分析了汉语介词“把”和希伯来语介词“??”的异同，以期对以色列的汉语教学和中国的希伯来语教学提供帮助。 本论文共分为五章。第一章绪论包括两部分，第一部分介绍论文的研究对象：汉语介词“把”和希伯来语介词“??”，并展示两者最基本的相似之处，以及对两者进行比较研究的目的；第二部分是关于汉语介词“把”和希伯来语介词“??”的研究现状以及相关理论。 第二章和第三章是本研究的核心内容，分别从语法和语义两个角度对研究对象进行对比分析。第二章是汉语介词“把”和希伯来语介词“??”的语法对比，主要分析了两个介词的语言学定义、用法，以及与句中动词、宾语、补语等其它成分的相互影响。第三章是汉语介词“把”和希伯来语介词“??”的语义对比，主要分析了两个介词在句中出现时的语义环境，并试图提炼出两个介词的内在语义价值，以及如何在句中得到体现。 第四章是对含有汉语介词“把”和希伯来语介词“??”的典型教材现状分析。主要对两本常用的语法教材《希伯来语语法》和《????? ????? ?????? ????????》（译：现代汉语语法）中涉及介词“把”和介词“??”的部分进行考察，并在第二章和第三章的研究结论基础上提出相关教材的改进建议。 第五章也是最后一章：结论，提出本研究的不足之处和存在的问题，以及后续的研究方向。本研究表明，尽管汉语和希伯来语在语法和句法等方面存在很大区别，汉语介词“把”和希伯来语介词“??”也并非完全相似，但两者仍拥有许多共同的语法和语义特征。在以色列的汉语教学和中国的希伯来语教学中，如果能够有效利用这些共同特征，必将有助于提高教学效率，提升教学效果，尤其是对以色列的汉语学习者而言。

The following research paper is a comparative study between the Chinese preposition ‘Ba’ (把) and the Hebrew preposition ‘Et’ (??). The main purpose of this research is to map out the similarities and differences between Ba and Et, with the hope of understanding how they can be better taught to Israeli and Chinese students respectively. This research is essentially a methodical comparison between two relatively unique language components and a comprehensive analysis of their grammatical and semantical attributes, based on a variety of different materials including dictionaries, textbooks and existing academic research, with a special focus on practical example sentences and sample verbs. The paper is divided into five chapters. The first chapter is a general introduction which consists of two sections. The first section introduces the subject of the paper and initially demonstrates the basic inherent similarity between the Chinese preposition ‘Ba’ and the Hebrew preposition ‘Et’, while also discussing the potential benefits of comparing the two elements. The second section of the chapter is an overview of the current state of relevant research about ‘Ba’ and ‘Et’, as well as common hypotheses concerning them. The second chapter is a grammatical comparison between ‘Ba’ and ‘Et’. It focuses on their linguistical definition, their usage and how they behave and interact with other elements in the sentence, particularly with the verb, its object (or objects) and other compliments it might carry. The third chapter is a semantical comparison between ‘Ba’ and ‘Et’. It inspects and compares the semantic environment in which each preposition appears and attempts to isolate and measure the intrinsic semantical value each word contributes to the whole sentence. The fourth chapter examines how the Chinese preposition ‘Ba’ and the Hebrew preposition ‘Et’ are typically taught to Hebrew and Chinse speakers respectively by analyzing the relevant sections of two commonly used grammar books, ‘希伯来语语法’ (Hebrew Grammar) and ‘????? ????? ?????? ????????’ (Modern Chinese Grammar), and later suggests possible improvements based on the finding made in the two previous chapters. The fifth and final chapter lists and summarizes the main conclusions of the entire research, states out flaws and insufficiencies within the paper and suggests possible prospects for further research. Our research indicates that even though Chinese and Hebrew are two fundamentally different languages, the prepositions ‘Ba’ and ‘Et’ though far from being entirely similar, do share many common grammatical and semantical traits. It is our belief that if used properly, these common traits can improve teaching process and make it more effective, especially for Hebrew speaking Chinese learners.