语法教学一直是对外汉语教学的核心部分，关于它的方法论争论以及实践困难一直是对语法教学有重要研究的价值的部分。本文首先简要梳理了对外汉语语法教学的相关研究路径，接着从教学定位、知识体系、习得过程和课堂实践等层面阐述了其在这一方面的深层次困境。再结合“三一语法”为代表的教学法展开具体的阐述，解析它究竟是如何立足语义、结构、用法一体化的语言学理论内核，在教学实践中做尝试解答和突破的。最后总结说“三一语法”的确可以从形式到意义再到用法结合三个维度为语法教学提供一种新的解决方案，尤其在解决增加语法教学的应用性上占绝对的优势。但是其本身在理论上的完善程度，操作规范化的统一，针对学生的个别差异并没有做好。因此，“三一语法”应该着眼更大范围，利用自身的特色优势，在理论上继续探索和发展，在操作上逐步走向正规化和标准化，并更好地服务于外国留学生对中国语法的探究实践之中。对外汉语语法教学要想进一步取得长足的进步，必须要将“结构到功能再到文化”作为当前对外汉语教学的重要指导思想；更加关注语言用法论观，关注认知的加工过程以及应对数字化教学的新模式。只有这样，才能让语法教学迈入更加正确的方向之中。

Grammar instruction has always been a core component of Teaching Chinese as a Foreign Language, and the ongoing debates over its methodologies and practical difficulties render it a subject of significant scholarly value. This paper first briefly reviews the major research trajectories in foreign language grammar pedagogy, and then elaborates on the deep-seated dilemmas in this domain from four interrelated dimensions: instructional positioning, knowledge representation, acquisition processes, and classroom implementation. Subsequently, it takes the Three-One Grammar teaching method as a representative case, analyzing how it attempts to provide answers and breakthroughs in pedagogical practice based on its theoretical core of integrating syntax, semantics, and pragmatics. The paper concludes that the Three-One Grammar approach indeed offers a novel solution across the three dimensions from form to meaning to usage and demonstrates particular strengths in enhancing the communicative applicability of grammar teaching. However, it also acknowledges the method's current limitations in terms of theoretical refinement, standardization of operational procedures, and accommodation of individual learner differences. Therefore, the Three-One Grammar approach should be further developed and expanded theoretically, while gradually moving toward regularization and standardization in practice, so as to better serve international students in their exploration and acquisition of Chinese grammar. To achieve substantial and sustained progress in foreign language grammar pedagogy, it is imperative to adopt "from structure to function to culture" as a guiding principle, pay greater attention to usage-based perspectives, focus on cognitive processing mechanisms, and adapt to new models of digital instruction. Only through such comprehensive efforts can grammar teaching move in a more productive and sustainable direction.