在高中英语教学中，三维语法理论已成为实践中的核心研究和应用领域。该理论为语法教学提供了全方位、多维度的解释和操作框架，旨在提升教学的科学性、针对性和有效性，使教材设计更合理、全面。在形式层面，它确保学生准确掌握语法结构和规则；在意义层面，强调理解语法在实际语境中的含义和功能；在使用层面，推崇在实际交际中应用语法，培养学生的应用能力。用三维语法理论对语法版块进行分析，从三个关键角度对语法进行解析，这样的全方位观察可以为学习者提供更为深入和实际的语法掌握路径。
本文旨在探讨三维语法理论在人教版高中英语教材语法版块的表征及在实际中的应用，采取了文本分析、问卷调查和访谈的研究方法。首先对人教版七册高中英语教材的三维语法构成情况进行统计，通过直观的统计表和雷达图形式呈现数据，展示了教材的三维语法构成形式。接着，运用文本分析的方法探讨了三维语法理论在人教版高中英语教材中的表征，对必修一到必修三、选择性必修一到选择性必修四共七本教材的语法版块进行表征分析。结果表示，在意义维度，教材通过丰富的语境和实例，帮助学生理解语法结构的实际含义。在使用维度，教材通过真实交际情境的模拟，加强学生将语法知识应用于实际交流的能力。在形式维度，教材提供了明确和严谨的语法规则。但教材更倾向于强调语法的实际应用和意义，在相对枯燥和抽象的形式维度上则进行了一些削减和简化。问卷调查和访谈进一步揭示了一个重要的教学实践矛盾：尽管教材进行了创新和强化，但在实际教学中的应用有所不足，特别是形式维度上。虽然重视语法的实际意义和使用，但教师和学生反映需要更深入的形式语法练习，以满足高考等标准化考试的严格要求。这表明使用者对教材的实际运用与教材的设计理念还有一定距离，使用者在满足考试需求和教学之间需达成更好的平衡。
在三维语法理论的实际应用中，教师和学生的经验反映出对形式维度内容的需求，提示我们教学实践需要更灵活地适应学生的具体需求，符合课程标准。为此，教师应探索更为有效的教学策略和实践，如结合形式练习与交际任务，以平衡语法知识的全面性与实际应用的能力培养。学生的反馈亦表明，除了强化传统的语法教学外，引入更多真实语境的互动和应用活动对于提升其语法学习的兴趣和效果至关重要。同时，由于样本和研究方法的局限性，未来仍可以在此方面做进一步的深化研究，以推动高中英语教学质量的持续提升和发展。

In high school English teaching, three-dimensional grammar theory has become a core research and application field in practice. This theory provides a comprehensive and multi-dimensional explanation and operational framework for grammar teaching, aiming to enhance the scientific, targeted and effective nature of teaching, and make textbook design more reasonable and comprehensive. At the level of form, it ensures that students accurately grasp grammatical structures and rules. At the level of meaning, it emphasizes understanding the meaning and function of grammar in actual contexts. At the level of use, it advocates the application of grammar in communication and cultivates students’ practical abilities. Analyzing grammar sections from the perspective of three-dimensional grammar theory and analyzing grammar from three dimensions can provide learners with a more in-depth and practical path to learn grammar knowledge.
In order to discuss the representation and application of the grammar section in NSEFC(New Senior English for China) from the perspective of three-dimensional grammar, text analysis, questionnaire survey and interview were used in this study. First, a statistical analysis of the three-dimensional grammar composition in NSEFC was conducted. By using the visual display method of radar charts, it discovers the basic composition of the three dimensions in grammar section. Next, the representation of three-dimensional grammar theory in NSEFC was explored, mainly using the method of text analysis. The grammar sections of seven textbooks, Compulsory One to Compulsory Three and Elective One to Elective Four, were represented and analyzed. The results indicate that in the dimension of meaning, textbooks effectively help students understand the actual meaning of grammatical structures through rich context and examples. In terms of use, textbooks enhance students’ ability to apply grammar knowledge to communication through simulating actual communication situations. In terms of form, textbooks provide clear and rigorous grammar rules. But they tend to emphasize the practical application and meaning of grammar, while reducing and simplifying some contents of formal dimension which are relatively dry and abstract. The questionnaire survey and interview further revealed an important contradiction in teaching practice: although the textbooks have been innovated and strengthened, the application in practical teaching is still insufficient, especially in the formal dimension of teaching. Although emphasis is placed on the practical significance and use of grammar, teachers and students have expressed the need for more in-depth formal grammar practice to meet the strict requirements of standardized exams such as the college entrance examination. This indicates that there is still a gap between the actual application by users and the design concept of the textbook. Users should try to achieve a better balance between meeting exam requirements and teaching.
In the practical application of three-dimensional grammar theory, the experiences of teachers and students reflect the demand for formal and dimensional content, suggesting that the teaching practice needs to be more flexible in adapting to students’ specific needs and meeting the curriculum standards. Therefore, teachers should explore more effective teaching strategies, such as combining formal exercises with communicative tasks, to balance the comprehensiveness of grammar knowledge with the cultivation of practical application abilities. Besides, student feedback also indicates that in addition to strengthening traditional grammar teaching, introducing more authentic contextual interactions and application activities is crucial for enhancing their interest and effectiveness in learning grammar forms. Meanwhile, due to the limit of the sample and research method, it can be further deepened in the future to promote the continuous improvement and development of high school English teaching quality.