本篇論文是以語言教學設計為核心，以短期密集課程為目標形式，而在內容上則針對商業華語為主軸。
華語是世界上使用人口最多的語言，隨著四大華人社會：台灣、中國大陸、香港、新加坡等地的經濟榮景大好情況之下，以華語作為第二語言或外語的學習課程自然愈見蓬勃。新世紀的華語學習者抱持工具型動機，廣大的利益市場與強勁的經貿力量讓商業華語呈現出高度的需求性。同時，由於工商科技加快人們生活的步調，投入學習語言的時間亦跟著縮短，短期密集課程型態則更能符合實際需求。
本研究即針對商業華語短期密集課程的設計進行探討，研究的方法採「發展研究法」，同時運用「質化研究」與「行動研究法」。首先設定商業華語短期密集課程有其存在的必要性，並且確認一個良好的商業華語短期密集課程需要周延的設計，於是試圖從理論與實際兩大方向中發展出合理的研究結果。
關於理論的部分，則選擇出六個與語言課程設計相關的模式於第三章中分析其特點，綜合相通之處，抽絲剝繭出語言課程設計上基本的構成要素；然後再將之橫向式分析與商業華語和密集華語課程相關的多篇重要文獻資料，驗證這些基本構成要素在商業華語短期密集課程上的有用程度。
關於實際部分，除了研究者親赴北京參與Associated Colleges in China(美國各大學聯合漢語中心）為期兩個月的華語密集課程之體驗外，並擴大引證範圍，蒐集美國著名的華語學習中心「明德大學中文學校」和「印第安那大學東亞語言暑期學院中文學校」，以及台灣的「台灣大學國際華語研習所」、「師範大學國語文教學中心」和德國的「海德堡大學漢學系」等華語密集課程之詳細內容與特色，作為分析比較的基礎。
在進行理論與實際的綜合分析比較之後，第五章即為研究者發展出的研究結果－商業華語短期密集課程之構成元素，並加以細目說明在課程設計的過程中會遭遇到的「人」、「事」、「物」等三個面向的問題考量。最後，並以個案模擬的方式檢視研究結果的可行性，實際設計一個課程範例。

Mandarin is the most commonly used language in the world. With the healthy economical prospects of the four main Chinese societies-Taiwan, Mainland China, Hong Kong and Singapore, courses catering to people learning Mandarin as a second language in school, or as a foreign language are also enjoying a healthy boom. The new learners have more practical motives, mainly due to the potential of the language and the Chinese societies' economical prowers. This creates a huge demand for Business Mandarin. At the same time, as the pace of life pick up with social and technological advancements, the amount of time that can be used for learning languages shorten, the overall result being that short term intensive courses are more suited to reality.
This research concerns itself with the design of short term intensive Business Mandarin courses. The research methods makes use of the "Development research method," and at the same time, the "Quality Development research method" and the "Action research method." After showing that short term intensive Business Mandarin courses are necessary and that a well-designed course needs cardful planning beforehand, I'll try to derive a reasonable conclusion based on logic and practicality.
For the logic part, six cases related to the design of language courses will be analyzed in chapter three. Their common Characteristics will be used to find the basic sturctural constructs, after which, using lateral formula analysis and many important references related to Business Mandarin and intensive Mandarin courses, the usefulness of these constructs in short term intensive Business Mandarin will be Proved.
For the practicality part, besides the experiecnce gained from going to Beijing personally to attend the "Associated Colleges in China" two months intensive Mandarin course, the detailed data gathered on the contents and characteristics of Mandarin/Chinese inteensive courses from America's famous Mandarin/Chinese learning center"Middlebury College Language Institute," "Indiana University-East Asian Summer Language Institute," not to mention Taiwan's "Inteernational Chinese Language Program at National Taiwan University," "Mandarin Training Center at National Taiwan Normal University," and also Germany's "The Institute of CHinese Studies University of Heidelberg, Germany" are used to prove my point the bases in which my hypothese holds, and as the foundation for comparative analysis.
After an comparative analysis of the logic and pracitcality parts is make, chapter five will talk on the research results; mainly the structural constructs of short term intensive Business Mandarin, and with the addition of detailed explanation on the design process of the courses through the consideration of "People," "Events," "Things," etc. Lastly, the workability of the hypotheses mentioned will be tested by designing a typical course using case simulation.

中國視聽教育學會.中國視聽教育基金會（主編）。1989.系統化教學設計.台灣：師大書苑。