传统语法教学多以PPP（Present, Practice, Product）模式(语法讲解，语法练习，语法产出)呈现，即老师讲解为主，学生练习为辅，注重对语言规则的传授以及机械式的语法操练。学生理解记忆语法规则却没有内化语法规则，因此实际交流中语言学习者易出现哑巴英语现象。和传统的PPP模式相比，生态化汇报式任务型教学（“APBOPTG”， academic project-based oral presentation tasks by group）注重语言学习的社会环境，通过情境以及学习者自我探究的过程促进语言学习者对规则的内化和运用。
本文以社会文化理论以及生态给养理论为理论基础，重点探究如何构建课堂良好的生态环境，给予语言学习者充分的给养，同时探究生态化任务型课堂如何利用学生的最近发展区，教学支架以及社会文化环境促进学生内化运用规则，并通过实验以及语法测试比较传统语法教学模式以及生态化任务型教学模式的有效性。本文的研究将为语法教学提供新思路。
本实验持续了六周的时间，主要采用了定性和定量的研究方法。实验工具主要包括前测后测问卷，语法测试题以及访谈。实验前，对照班和实验班进行了语法测试从而判断两班之间是否存在差异性。实验班仍需完成前测问卷从而了解学生对语法学习的情感态度。实验开始时研究者对实验班进行干预，实验班将采用生态化汇报式任务型教学模式，而对照班采用传统的PPP 模式。实验结束之后，对照班和实验班都需进行语法测试，实验班仍需参加后测问卷的调查。访谈也将在实验班进行，四名不同英语水平的学生将成为受访者，访谈的主要内容是关于他们对生态化任务型教学的看法。所有问卷以及试卷数据将由SPSS以及EXCEL分析。数据分析以及访谈的结果将为结论提供依据。
研究结果表明：与传统语法相比，生态化汇报式任务型教学在语法教学上更有效。学习者通过生态化任务型教学，其对英语语法学习的兴趣有着明显的提高。同时，生态化任务型教学法对学生的语法学习态度有着积极的影响。在学生的学习过程中，生态化任务型教学利用学生的最近发展区，学习支架，并且提供丰富的语言学习给养从而帮助学习者学习语法。
在结论的基础上，本文作者对高中语法教学提供了一些教学建议和思考，本研究将为高中英语语法教学改革提供新参考，也为未来的生态教学研究提供一些新视角。

The traditional grammar teaching often takes the form of “PPP”( Present, Practice and Product) model, which includes teachers’ explanations, students’ practice and learning products. It focuses on language rules and mechanical practice of forms. Students just memorize the rules instead of internalizing the rules. Therefore, the phenomenon of dumb English exists in English teaching in China. Compared with traditional “PPP” model, the “APBOPTG” (academic project-based oral presentation tasks by groups) mainly focuses on the sociocultural learning environment, and it cultivates students' communicative competency. Besides, it can promote the internalization of rules through students’ self-exploration and ecological learning environment.  
This thesis is based on SCT, and it investigates how to construct an ecological learning environment, how to give students enough affordance and learning scaffolds, and how to use students’ ZPD and social environment to internalize the grammatical rules. The researcher will conduct an experiment to compare the effectiveness of traditional “PPP” model and the “APBOPTG”. The findings of this research will provide new perspectives of grammar teaching. 
The experiment lasts for 6 weeks, and the research mainly employs the quantitative and qualitative research methods. The instruments of research include pre- and post-questionnaires, pretest and posttest as well as an interview. Before the experiment, the EG and CG will attend the grammar test A to see whether they have significant differences in students’ level of English. The EG will also accomplish the pre-questionnaire for collecting the information about their emotional attitude. Then, the researcher will give a treatment in EG. EG will use the “APBOPTG” in grammar learning, while CG will use the traditional PPP model in grammar teaching. At the end of experiment, both EG and CG will take the posttest, and the post-questionnaire will be completed by EG. After experiment, four students with different English levels will be the interviewees to accept an interview, and the contents of interview are about their opinions toward “APBOPTG”. The data from tests and questionnaires will be analyzed by SPSS and EXCEL, and they will form the bases of research findings.
The results show that the “APBOPTG” achieves better results compared with the traditional PPP model. In EG, students learn the grammar points with “APBOPTG”, and their interest toward grammar has improved. The results also show it has positive influences on students’ emotional attitude. In the process of learning, students make the best use of their ZPD, scaffolds and learning affordance. Therefore, the “APBOPTG” can promote grammar learning. 
In accordance with the findings, the researcher proposes the pedagogical implications and suggestions, and this research will provide a new reference for the reform of grammar teaching. Besides, it will inspire more future studies about SCT and ecological teaching.