中小学语文教育的目标之一是培养学生热爱祖国的语言文字，成语作为一种蕴含中国文化丰富内涵的短语，是中小学语文教育中词汇教学的重难点之一。目前关于成语教学的研究很多，但大多停留在分析学生在运用成语时的错误原因，把学生运用成语时的错误类型进行归类这些简单的层面，很少从源头上去寻找一种切实有效的方法提高学生运用成语的正确率。随着语言学理论研究的不断深入，认知语言学理论的不断发展完善，认知语言学领域中的概念隐喻理论可以与成语之间建立密切的联系。 基于此，本文统计了各版本中小学语文课本中的680条成语，通过研究发现，有254条成语可用隐喻理论进行分析，根据莱考夫的概念隐喻理论，把这些成语分成方位隐喻、实体隐喻和结构隐喻三大类，分析汉语成语隐喻取向规律及文化意义，据此探究理解成语意义的关键因素，并在此基础上提出利用隐喻理论帮助学生理解成语本义、搭建成语网络，使学生系统掌握成语、按照循序渐进的方式进行成语教学、教学生在语境中使用成语、把成语隐喻研究与语言文化教学相结合的教学策略。把隐喻理论运用到中小学语文教学中，让学生对成语的表达及意义有深层理解，才能更好解决成语教学的问题，为成语教学找到一种切实可行的、有效的方法。同时也能进一步推动中小学成语教学的理论研究。

In Chinese education on middle and primary school students, one of the major targets is to develop their devotion to Chinese characters and sentences. Being a kind of phrase which contains rich connotation of Chinese culture, Chinese idioms is one of the most difficult point to teach in Chinese education on middle and primary school students. For the time being, there are large amounts of researches on its education. But most of them only involve in collecting erroneous use of idioms and analyzing the reasons of mistakes. Little is done from the source to look for an effective way in which to improve the accuracy of Chinese idioms usage. As the theoretical research of linguistics goes further and the theory of Cognitive Linguistics becomes more and more completed, it can be connected intimately between Conceptual metaphor which belongs to Cognitive Linguistics and Chinese idioms. Based on which is mentioned above, 680 Chinese idioms in Chinese textbooks of different versions are chosen to be researched in this paper. The research finds that, 254 of those idioms can be analyzed in metaphor theory. According to Lakoff’s conceptual metaphor theory, these 254 idioms are divided into three types. They are orientational metaphors, ontological metaphors and structural metaphors. Moreover, the paper analyzes the regular pattern of metaphor orientation and the cultural implication of Chinese idioms so as to investigate key factors of understanding the meaning of Chinese idioms. After the analysis, the paper says that the metaphor theory can be used to help the students to know the meaning of Chinese idioms, set up the framework of those idioms. Therefore, teachers are able to make students master the idioms systematically and use the idioms in the language environment. They can also carry thorough the idioms education step by step and find out a strategy which combines metaphor study and language culture teaching. The conclusion is that, only if Conceptual metaphor theory is used in Chinese education of middle and primary school which can enhance the understanding of expression and significance of idioms, the problems of Chinese idioms teaching can be solved and the theoretical research on that education is able to be improved as well. In the meantime, an effective way of Chinese idioms education can be found.