指向“形式–意义–使用”的高中英语单元整体语法教学设计——以译林新版选择性必修三Unit 1非限制性定语从句为例

A Unit-Integrated Grammar Instructional Design for Senior High English Oriented toward “Form-Meaning-Use”—A Case Study of Non-Restrictive Relative Clauses in Unit 1, Yilin New Edition Selective Compulsory Book 3

摘要: 语法知识在语言使用中是“形式–意义–使用”的统一体。然而，当前高中英语语法教学常局限于单一课时与机械操练，存在“见句不见篇”、脱离单元主题及忽视语篇语用功能等碎片化问题。本课例以译林新版高中《英语》选择性必修三Unit 1非限制性定语从句为例，基于英语学习活动观，探索单元整体教学视角下的语法教学设计。在分析单元各板块语法呈现方式的基础上，依托单元主题语境，设计感知形式、建构规则、内化巩固到迁移运用等一系列相互关联的学习活动，引导学生在主题意义探究中逐步掌握非限制性定语从句的用法，提升其语言理解与表达能力。

Abstract: The principle of “Form-Meaning-Use” underpins the integration of grammatical knowledge in language practice. However, current high school English grammar teaching in China is often confined to isolated lessons and mechanical drills, resulting in fragmented instruction that prioritizes sentence-level analysis over discourse, neglects thematic unity, and overlooks pragmatic functions in context. This case study, based on the teaching of non-restrictive relative clauses in Unit 1 of the Yilin New Senior High English (Selective Compulsory Book 3), explores a grammar instructional design from the perspective of unit-integrated teaching, grounded in the activity-based approach to English learning. By analyzing how grammar is presented across the unit’s sections and anchoring instruction in the unit’s thematic context, the design proposes a sequence of interconnected learning activities—ranging from form perception and rule construction to internalization, consolidation, and transferable application. These activities guide students to progressively master non-restrictive relative clauses through inquiry into thematic meaning, thereby enhancing their language comprehension and expressive competence.