随着社会的发展，国际间交流活动日趋频繁，缩略词作为一种语言现象在国际交流中也被广泛使用。作为现代汉语新词语的主要来源之一，缩略词语在对外汉语教学中是一种重要的教学资源，它既可以反映出学习者的语言能力、文化背景和学习态度等方面的差异，也能帮助教师更好地理解课文内容，因此具有很强的教学价值。然而在实际教学过程中，由于缩略词语本身的复杂性、模糊性和歧义性等特点，往往使学习者感到难度很大。认知语言学作为主流语言学流派之一，主张从认知方式和结构去解释语言的学习特点，更符合学生认知方式和学习方式，因此，有必要从认知语言学的角度来探讨对外汉语缩略词语教学的问题。本文拟从缩略词语的特点、生成机制、语义构建等方面为切入点对缩略词语进行阐述，然后立足认知语言学的理论和方法，提出认知语言学视角下对外汉语缩略词语的习得观与教学法，并对缩略词语的基本教学要素等方面提出了一些建议。

With the development of society, international communication activities are becoming more and more frequent. As a linguistic phenomenon, acronyms are widely used in international communication. As one of the main sources of modern Chinese new words, abbreviations are an important teaching resource in teaching Chinese as a foreign language. They can not only reflect the differences in learners' language ability, cultural background and learning attitude, but also help teachers better understand the text content, so they have strong teaching value. However, in the actual teaching process, because of the complexity, fuzziness and ambiguity of abbreviations themselves, learners often find it very difficult. Cognitive linguistics, as one of the mainstream linguistic schools, advocates that the cognitive mode and structure should be used to explain the characteristics of language learning, which is more in line with the students' cognitive mode and learning mode. Therefore, it is necessary to discuss the problem of teaching Chinese abbreviations as a foreign language from the perspective of cognitive linguistics. In this paper, the characteristics, generation mechanism, semantic construction and other aspects of acronyms are discussed. Then, based on the theories and methods of cognitive linguistics, the acquisition concept and teaching method of acronyms in Chinese as a foreign language from the perspective of cognitive linguistics are proposed, and some suggestions on the basic teaching elements of acronyms are put forward.