『都』一直是個倍受爭議的量詞。在文獻探討中，主要有三種分析方法：漂浮量詞分析法，副詞分析法，以及分散性標號分析法。前輩研究多侷限於句法與語義之理論層次，少有教材實例之分析。本文針對目前國中小國語文課本中『都』的例句，探究其是否符合前輩之理論分析與其在不同的句法與語義層次之使用有無顯著差異。研究結果顯示國中小國語文課本的『都』全符合文獻探討之句法與語義之架構；但是，『都』在不同種類的句法結構與語義解讀，呈現顯著差異。有些種類的『都』在國中小國語文課本中並沒有出現，例如：『都』12點了，還不睡覺！最後，本研究更進一步提供國語文教師、學習者、及編輯者一些教學上的啟示，藉此來幫助全面了解『都』的句法結構與語義解讀。

Dou ‘all’ in Mandarin Chinese has long been a controversial quantifier. In generative literature, there are at least three competing approaches: the floating quantifier analysis (Chiu, 1990, 1993), the adverbial analysis (Cheng, 1995, 1997), and the generalized distributivity marker (Lin, 1996, 1998). The coverage of the three analyses is limited in that they merely cope with theoretical dou-quantification. Therefore, we will in this paper conduct an empirical examination of dou in elementary and junior high school Mandarin textbooks to see to what extent dou has reflected in syntactic structures and semantic interpretations. According to the results and discussion, the extended study offered empirical data to support the former analysis. However, significant differences were found among syntactic structures and among the semantic interpretations of dou. The potential prototypes of dou were not completely reflected in the Mandarin texts. On the basis of these findings, this paper offered some pedagogical implications of dou-instruction for Chinese beginning learners.