本研究探讨了构词法在高中词汇教学中的应用，重点分析其教学意义及所面临的挑战。通过对问卷和访谈的综合分析，研究发现教师重视构词法，并将其作为词汇分析和扩展词汇的工具，学生对其应用规则也较为熟悉，有一定的兴趣。然而，研究也指出构词法教学在深度和连贯性方面存在不足，影响了学生独立利用构词分析进行词汇学习的能力。作者建议通过有针对性的干预措施提高构词法教学的效果，并提倡系统化、分层次的学习体验，以增强学生对构词法概念的理解。研究过程中面临了课程安排、学生参与度和资源限制等挑战，这些因素影响了样本规模和研究结果的普适性。未来的研究应扩大样本范围，涵盖多所学校，以解决这些局限性并提供更全面的见解。

This study investigates the integration of morphology in high school vocabulary instruction, highlighting its pedagogical significance and the challenges encountered. Through comprehensive analysis of questionnaires and interviews, the research reveals that educators emphasize morphology as a tool for vocabulary analysis and expansion, and students demonstrate familiarity and interest in its principles. Despite these positive aspects, the study identifies deficiencies in the depth and coherence of morphological instruction, which hinder students' ability to independently utilize morphological analysis for vocabulary acquisition. The author advocates for targeted interventions to enhance the efficacy of morphology instruction and recommends systematic, scaffolded learning experiences to improve students' grasp of morphological concepts. The research faced challenges related to curriculum scheduling, student engagement, and resource limitations, affecting the sample size and generalizability. Future studies should consider expanding the sample to include multiple schools to address these limitations and provide more comprehensive insights.