本文以现代汉语中富有特色的“程度副词＋名词”结构为研究对象，在梳理前人研究成果的基础上，从语法、语义和语用三方面揭示其本体特征：高量级程度副词更易与语义模糊或具有特征维度的名词结合，该结构普遍呈现主观评价色彩与文化隐喻，并在口语、网络和广告语言中广泛活跃。结合本体分析，本文总结二语学习者在习得此结构时易出现副词选择困难、名词理解偏差、忽视隐喻化和语用化用法以及课堂输入不足等问题，并从教材编写、课堂教学和学习者策略三个层面提出针对性建议，强调语义梯度、文化注释与语境化练习的重要性。研究表明，深入的语言本体分析不仅有助于理解该结构的生成机制，也能为对外汉语教学提供科学指导。

This paper takes the distinctive 'degree adverb + noun' structure in modern Chinese as the research object. Based on a review of previous research findings, it reveals its ontological characteristics from three aspects: grammar, semantics, and pragmatics. High-intensity degree adverbs are more likely to combine with semantically vague nouns or nouns with characteristic dimensions. This structure generally exhibits subjective evaluative coloring and cultural metaphors, and is widely active in spoken language, online language, and advertising language. Combining ontological analysis, this paper summarizes the common difficulties that second language learners encounter when acquiring this structure, such as difficulties in choosing adverbs, deviations in understanding nouns, neglect of metaphorical and pragmatic usages, and insufficient classroom input. It also proposes targeted suggestions from three levels: textbook compilation, classroom teaching, and learner strategies, emphasizing the importance of semantic gradients, cultural annotations, and contextualized practice. The study shows that in-depth ontological analysis of language not only helps to understand the generative mechanisms of this structure but also provides scientific guidance for teaching Chinese as a foreign language.