摘 要：传统教学中过分强调语法知识的讲解和传授，为了更好地顺应新课程改革潮流，本文结合教学实例探索优化高中英语语法教学的具体途径。
关键词：高中英语语法教学 优化
一、新课程改革视角下的高中英语语法教学
英语语法知识属于结构性知识（“是什么”的知识，即，陈述性知识），包括词法和句法知识：词法关注词的形态变化，句法关注句子结构。在语言使用中，语法知识是“形式——意义——使用”的统一体，与语音、词汇、语篇和语用知识紧密相连，直接影响语言理解和表达的准确性和得体性。 《国家英语课程标准》（以下简称《标准》）明确指出：“此次英语课程改革的重点就是要改变课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向，……”在新课程理念的指导下，教师应将语法教学置于具体的教学情境中，因为单纯的语法讲解和操练会显得枯燥、乏味，不能激发学生的学习兴趣。还有由于中国学生学习英语缺乏语言环境以及英汉语言表达习惯和规则的不同，产生语法知识的传授与实际生活脱节的现象，学生只能靠死记硬背语法条文来遣词造句，久而久之，英语语法的学习就成为一种负担，语法教学当然也达不到应有的效果。
二、高中英语语法教学优化途径
基于课标要求，我们在语法教学中应该做以下的尝试。
(一)语法教学生活化、情景化。在活的、真实的、与学生密切相关的语境中学习语法，关注真实需求，真实困惑，鼓励真实思考，真实表达，真实交流。在教学实践中极力创设一个有意义的、可操练的情景，在情景中进行语法结构的应用可以有效避免语法教学的枯燥感和机械性。
案例1：What a mess! 要求用现在时态被动语态讲故事。我第一次学做饭的场景历历在目，我准备做臊子面，我从面袋子里取了一些面粉，倒进盆里，接了半碗水，我用手和面，当我把水倒进盆里，用手搅拌面的时候，门铃响了，我把手洗干净后，去看谁按门铃，这时我的电话又响了，由于着急，我把手机掉地上了，手机屏打碎了，我打开门时，人已经走了，我又去做面条，用力过猛，我把面盆撞翻了，面撒了一地。我很狼狈。
案例2：Teaching should have done using a generative situation.
By offering the learner a context, it also avoids the problems involved in either excessive explanation or translation.
Step 1: Present a generative situation
Last week, I planned to travel to Yin Chuan. But when we arrived at Changwu, my husband said, “We can’t go there. We have to go home.” “Are you kidding?” I asked. He answered seriously, “Not kidding. We have to go back.” I was puzzled, but when he told me the reason, I knew we had to. Anyhow, I also blamed him for quite a few things. Can you guess why? (先让学生猜原因，列出学生说的原因中的动词，让学生给出建议)
Step 2:Present my blames
He told me that we had forgotten our ID cards and we wouldn’t be able to register in any hotels.
Asking the Ss: What do you think I said?
You should have reminded us of that.
You should have told me to do that before hand.
When he seemed annoyed by what I said, I changed my words:
We should have had a check list.
We should have put the ID card at hand.
We should have put the ID cards in our bag all the time.
I shouldn’t have taken it out of my purse that day.
I should have checked it before I left
Step 3: Students having a trial
The teacher asks the students to think about something bad that happened to them before. And think of the ways to remend. (Say their problems or regrets first, and then say what they should have done.)
（二）3P教学模式灵活化
3P即Presentation (呈现）—Practice （练习）—Production（产出）。下面以will be done一般将来时被动语态为例，探究3P教学模式在语法教学中的具体实施。
Ⅰ.Presentation
1. If you park your car here, you will be fined.
2. Personally, store shopping will exist along with online shopping, but will never be replaced.
3.Don't worry. The hard work that you do now will be repaid later in life.
4. The water will be further polluted unless some measures are taken.
5. I will not be allowed to enter my school if I don't get off my bike at the school gate.
6. Don't let cows walk on the land; otherwise the plants will be destroyed.
7. Our luggage will be examined before we board the train.
Ⅱ.Practice
1.Nobody _____________(allow) to enter the stadium without a ticket.
2.Children __________________(not allow) to make a noise and upset the competitors. If they do, they _________________(take away) from the stadium.
3. No animals _____________(allow) in the stadium.
4. Cheating from athletes _________________(not excuse). They _____________(tell)to leave and _________________(punish).
5.No smoking ____________________(allow). If you are discovered,you_______________(fine).
Ⅲ.Production
1.Speaking
In order to further improve our English, we decide to hold an English party next week. Work in groups and think about what we can do to make it a success. For example, how the classroom will be decorated, what will be written or drawn on the blackboard ,who will be invited and what activities will be organized at the party and so on.
2.Writing
中国.北京将于2022年再次主办奥运会，这不仅是一种荣幸更是一种责任。很多准备工作正在进行。首先，一个新的奥运村将被建立起来，同时一些旅馆将被建起来以供游客居住。另外，路面将被加宽，同时很多树和鲜花将被种植来美化环境。新的体育设施比如新的体育馆将于2022年前被完成。最后，很多志愿者将为这次体育盛会而接受培训。许多警察将被派出来维持秩序。最优秀的运动员将被挑选出来去参加比赛。在比赛当中，他们将进一步发扬奥林匹克公平竞争的精神/体育精神以及中国的民主和平等。
三、结束语
语法渗透于英语听、说、读、写的每一个教学环节中，英语教师不仅要认识到语法教学的重要性，还要认识到英语语法教学的目的，英语教师要进一步转变对语法教学的认识，优化语法教学方法，才能真正地提高英语学习效率，有效地提高英语教学质量。
参考文献
[1] 郑丽．新课程背景下的高中英语语法教学[J]，2006(12)
[2] 徐妙青.情境教学策略在高中英语语法教学中的运用[J].英语教师，2013，13（12）：45-49.
[3] 王笃勤．英语教学策略论．北京：外语教学与研究出版社，2002．
