长久以来,高中英语介词教学缺乏一定的理论基础。本文在认知语义学的理论框架下,以多义介词over为例,对其进行认知分析,旨在为介词教学提供新思路,改善其教学效果,进而提高中生对多义介词的掌握水平。 For a long time, high school English preposition teaching lacks a certain theoretical basis. Under the theoretical framework of cognitive semantics, taking the polysemy preposition over as an example, this article conducts a cognitive analysis of it to provide new ideas for preposition teaching and to improve its teaching effect so as to enhance the mastery of polysemy prepositions Level.