A Study On The Current Situation Of Three Dimensional Grammar Teaching In Senior High School

English grammar is an important part of language knowledge and the basis to ensure language accuracy.At present,the problem of English grammar teaching in senior high school is not whether to teach grammar,but how to teach it.Senior High school English Curriculum Standards(2017)proposed a view of three-dimensional dynamic grammar of “form-meaning-use” oriented by language use,which points out a new way for English grammar teaching in senior high school.The purpose of this study is to understand the present situation of three-dimensional dynamic grammar teaching in senior high school,clarify its existing problems,and put forward solutions according to relevant theories.This study mainly adopts questionnaire,interview and classroom observation.This study selects English teachers and students of Grade 2 in three senior high schools in Luoyang City as samples,conducts questionnaire survey among 27 teachers and 300 students with self-designed questionnaires,and randomly selects 5 teachers and 15 students from each school for interview,at the same time,two teachers in each school are observed in class.The collected data are analyzed using SPSS 24.0 in this study.Through the analysis of the data collected from questionnaires,interviews and classroom observations,it is found that 66.7% of the teachers believe that learning grammar is to develop students’ language skills,but only 24% of the teachers ask students to use grammar in communicative activities or tasks.70.3% of the students still rely on reciting and doing exercises to practice grammar,and 51.8% of the teachers indicate that students often have learned grammar but can’t use it flexibility.For the three-dimensional grammar teaching,55.5% of the teachers in the survey are familiar with it,but only 51.8% of the teachers often use it.The main reason is that under the influence of exam-oriented education,teachers pay more attention to the form and meaning of grammar and ignore its application in real situations.And teachers are unclear or they don’t have a comprehensive understanding of three-dimensional grammar,so there will be many problems in the process of use,for example,the setting of the situation is not appropriate and the arrangement of class time is unreasonable,which will not achieve the expected results.This study holds that English teachers should first strengthen theoretical study and deeply understand the view of three-dimensional dynamic grammar teaching.Secondly,teachers should use three-dimensional grammar theory to enrich their grammar teaching methods and improve the effect of English grammar teaching.Thirdly,teachers should create real situations close to students’ lives to help them practice grammar.At the same time,students should first set clear learning goals and correctly treat the difficulties in the process of grammar learning.Secondly,students should make full use of class time and seize the chance to speak English.Finally,students should contact more relevant language materials after class and create opportunities to use English.