introduction

This article introduces the three-dimensional dynamic grammar concept advocated in the "2017 edition and 2020 revision of the English curriculum standards for ordinary high schools", emphasizing that grammar teaching should be guided by language use, covering three dimensions: form, meaning, and use. Drawing on Larsen Freeman's three-dimensional grammar framework, it is pointed out that grammar teaching is a dynamic process with the goal of using grammar correctly, meaningfully, and appropriately. Emphasizing the importance of discourse in expressing meaning, teachers should guide students to observe grammar items in context, consolidate grammar knowledge through practice and activities, and learn to apply grammar to understand and express meaning.

The main problems in grammar teaching based on textbooks

Three main problems in high school grammar teaching based on the Foreign Language Teaching Press English textbook were pointed out. Firstly, teachers do not have a deep understanding of the intended use of language in textbooks, and fail to teach the form, meaning, and usage of grammar as a whole, resulting in students passively receiving grammar knowledge and lacking active exploration and discovery. Secondly, the creation of context in grammar teaching needs to be optimized. Many teachers focus too much on specific and isolated grammar structures for practice, failing to create authentic and highly relevant situations, which is not conducive to students using grammar knowledge to solve problems in new contexts. Finally, the evaluation method for grammar teaching is single. Teachers usually evaluate students' mastery of grammar rules in the form of test questions, and pay less attention to evaluation activities on how to use grammar knowledge to express meaning. Although some teachers have turned to using expressive activities such as speaking and writing for evaluation, the activities lack evaluation guidance and the quality of language output is not high.

The basic principles of using the three-dimensional dynamic grammar concept to carry out textbook based grammar teaching

The three basic principles of high school grammar teaching practice based on the three-dimensional dynamic grammar view were emphasized: firstly, teachers need to analyze the unit teaching content, clarify the teaching logic, and use the reading discourse in the Understanding Ideas section as the material for grammar teaching; Secondly, teaching should adhere to the integrity of form, meaning, and usage, presenting grammar knowledge through thematic context, and guiding students to understand and apply grammar in language practice activities; Finally, evaluation activities should be diversified, avoiding using exams as a substitute for evaluations, and designing student-centered evaluation methods to promote the internalization and application of grammar knowledge.

Using the three-dimensional dynamic grammar perspective to carry out textbook based grammar teaching cases

Using the Using Language section of Unit 5 "Into the Wild" in the compulsory first volume of English as a case study, this article elaborates in detail on the application of the three-dimensional dynamic grammar concept in high school grammar teaching. Firstly, an analysis was conducted on the theme of the unit "Human and Nature" and the discourse content involved, clarifying the teaching objectives of the unit, which are to help students understand the relationship between humans and animals and form a concept of harmonious coexistence by learning relative adverbs guided relative clauses.

conclusion

It emphasizes that in high school grammar teaching, teachers should be based on a three-dimensional dynamic grammar perspective, analyze unit teaching content, use or adapt textbooks, create real contexts, and guide students to observe, learn, and apply target grammar in the process of exploring thematic meanings. This teaching design helps teachers to deeply understand the intention of textbook writing, transform teaching concepts and behaviors, and achieve the perception, internalization, and application of grammar knowledge.