在英语学习和教学中的四项基本技能是听说读写。然而贯穿这四项技能的关键因素是语法。语法被定义为将单词组合成正确句子的方式（Ur，1996），它是使语言合乎逻辑和可理解的规则。如何有效地教授语法是英语教学研究者长期以来讨论的话题。Ur（1996）提出了三维语法教学的方法：将课堂与形式、意义和语用结合起来。 为了验证三维语法教学方法的有效性，笔者在深圳市南山区北京师范大学附属中学选取[具体校名]了两个初三班级的学生进行了调查和实验。这两个班有相同的教育背景。一个班级被视为控制班，另一个是实验班。笔者负责两个班级的教学。除了教学方法之外，笔者将保证其他教学事项的一致。教学材料和教学进度是一致的。整个实验将续四个星期。首先，笔者在这两个班级的学生中进行成就测试和问卷调查，并根据能力考试的成绩将每个班级分为高水平组和低水平组。其次，笔者将进行预测试，并将之视为前测，从而了解学生在学习定语从句前对定语从句的了解程度。实验中，实验班采用三维语法教学法，控制班采用传统办法进行教学。在实验结束时采访了三位老师以了解他们的看法，此外学生们将进行后测和另一个问卷调查和采访，以检查这个实验研究的结果是否达到了预期的研究目标。实验三周后，研究人员安排了延时后测。 实验结果表明三维语法教学法可以激发学生对英语语法学习的兴趣。三维语法教学法可以激发学生的信心。此外，对于大部分学生尤其是高水平学生而言，三维语法教学法与传统教学法的学习效果是相通的。但是，对于低水平的学生来说，三维语法教学法起着明显的促进作用。而且，三维语法教学法相比于传统的语法教学法来说具有更好的长期效果。

In English learning and teaching, the four basic skills are listening, speaking, writing and reading. However, the essential factor that runs through these four skills is grammar. Grammar is defined as the way that words are put together to make correct sentences (Ur, 1996), and it is the rule that makes the language logical and comprehensible. How to teach grammar effectively has been a researchers' debating topic for a long time in English teaching. Ur (1996) proposed the three dimensional grammar teaching method: combining the class with the form, the meaning and pragmatics. In order to verify the effectiveness of the three dimensional grammar teaching approach, the author of this paper carried out a survey and an experiment among 9th grade students at the Affiliated High School of Beijing Normal University (Shenzhen Nanshan branch). The author chose two regular classes in 9th grade. The two classes had similar education background. The researcher regarded class 5 as the control class, for the experimental class, the author chose class 6. These two classes were taught by the researcher. The researcher made everything else in teaching the same except the method of teaching. The materials and the pace of teaching were the same. The whole experiment lasted four weeks. Firstly, the researcher conducted an achievement test and a questionnaire among the students in Grade 9, and divided each class into high proficiency group and low proficiency group according to their scores in the achievement test. Secondly, the researcher conducted a pre-test to know students. And then the three dimensional grammar teaching method was used in the experimental class and the traditional approach[并列句省略谓语] in the controlled class in the four weeks. At the end of the four weeks, three teachers received the interview and the students took the post-test and another questionnaire and an interview to check whether the result of this experimental study had met the expected goal of the research. Three weeks after the experiment, the teacher arranged a delayed post-test. According to the results of the experiment, the three dimensional grammar teaching method could play a significant role in improving students’ interests and make students more confident in learning English. And the three dimensional grammar teaching method can enhance students’ sense of confidence. Besides, the three dimensional grammar teaching method achieved the same effect as the traditional teaching method for general students and high proficiency students. However, it plays a significantly positive role for low proficiency students. Moreover, the three dimensional grammar teaching method had a better long-term effect than the traditional grammar teaching method.