听说法是一种以结构主义语言学为语言学基础，行为主义心理学为心理学基础的第二语言教学法，强调对听力和口语能力的训练和培养，首先诞生于美国，并逐步将影响力扩大到全世界的第二语言教学中。我国对外汉语教学界在教学法方面受到了听说法的很大影响，但多将听说法应用于集体课堂教学模式中，对一对一教学模式下听说法的研究相对较少。

在美国威廉玛丽大学孔子学院中，一对一综合课为最主要的课程类型，学习此课程的学生希望能够提高自己的汉语交际能力，多将重点放在听说能力的提高上，针对此种情况，威廉玛丽大学孔子学院以听说法作为一对一综合课的主要教学方法。笔者以美国威廉玛丽大学孔子学院为例，通过具体的教学设计来探究基于听说法的一对一汉语综合课的教学特点。

本文的第一章主要阐述了选题缘起及研究意义，在对国内外相关文献研究的基础上提出了本文的研究内容及研究方法；第二章分析了美国威廉玛丽大学孔子学院一对一教学背景和条件，以此作为教学设计的研究基础；第三章从教学目标、教学内容、教学方法等几个方面对美国威廉玛丽大学孔子学院一对一汉语综合课分别进行了研究，并做出了整体的教学设计；第四章结合具体教学案例对基于听说法的一对一综合课教学设计的具体实施情况进行了说明和分析；第五章通过教师的课上观察、语言能力测评和课后调查问卷等三种评价方式对基于听说法的一对一综合课教学进行了教学评估，并对听说法指导下的一对一汉语综合课教学设计的优缺点进行了分析；最后,第六章针对全文的研究给出了总体的总结与建议，认为听说法对于一对一汉语综合课教学具有很大的适用性，但是在强调听说优先的理念下也要适度培养学生其他语言技能的训练，并可以加入其他的教学方法作为辅助

The audiolingual method is a second language teaching method originated from the United States in the 1940s, based on the theory of structuralist linguistics and behaviorist psychology. It emphasizes the cultivation of oral speaking and listening ability through repeated practice of sentence structure. The academic studies of Teaching Chinese as a Second Language (TCSL) in China has been greatly influenced by audiolingual method.

Among all the class types in William&Mary Confucius Institute (WMCI), one-on-one integrated curriculum is the most widely used one. Students attend to put more attention on improving their communicative ability and listening and speaking skills. Therefore, the audiolingual method has become the leading teaching nethod of one-on-one integrated curriculum in WMCI. In view of the above situation, the author takes WMCI as an example to explore the teaching characteristics of one-on-one integrated Chinese curriculum based on audiolingual method through specific teaching design.

The first chapter of this paper mainly expounds the origin of the topic and the significance of this research. The second chapter analyzes the background and conditions of one-on-one teaching in WMCI as the research basis for the teaching design. The third chapter makes an overall research of teaching design on the one-to-one integrated Chinese curriculum in WMCI from the aspects of teaching objectives, teaching contents and teaching methods. Chapter four illustrates and analyzes the implementation of the teaching design of one -on - one integrated curriculum based on audiolingual method. The fifth chapter evaluates the practical teaching effect through classroom observation and after-class questionnaire survey, analyzing the advantages and disadvantages of the teaching design of one-on-one Chinese integrated curriculum under the guidance of audiolingual method. Finally in the sixth chapter, the author summarizes and reflects that the audiolingual method applies the one-on-one Chinese integrated curriculum very well, but other language skills should also be trained under the superiority of  listening and speaking skills, and other teaching methods should be added as auxiliary.