A Study on the System Construction and Practical Pathways of Junior High School English Grammar Teaching under the Guidance of Thematic Meaning

Abstract

Grammar teaching in junior high school English education faces the dilemma of separation between form and meaning, and the concept of grammar teaching guided by thematic meaning provides a theoretical foundation for solving this problem. Based on the logic of integrating grammatical knowledge with thematic meaning, this study constructs an analytical framework covering theoretical basis, system composition, and practical pathways. It clarifies the characteristic of thematic meaning as the semantic field of grammatical knowledge, reveals the endogenous mechanism of grammatical rules driven by meaning, and demonstrates the cognitive adaptation features of grammar learning at the junior high school stage. On this basis, this study proposes the principles of thematic hierarchy screening and gradient setting for grammar items, establishes a classification of three presentation modes of grammatical structures under meaning orientation, designs practice modules that integrate grammatical form and meaning, and determines the derivation sequence, internalization framework, and transfer trigger conditions of grammatical rules based on thematic contexts. This study provides a systematic theoretical reference for junior high school English grammar teaching.