Grammar

as the core component of language competence

plays a pivotal role in improving college students' comprehensive English skills. The PPP (Presentation---Practice---Production) teaching model

conforms to the cognitive law of second language acquisition and provides a systematic solution for optimizing grammar teaching. Based on the PPP theoretical framework

this study explores the practical path of optimizing college English grammar teaching through literature research

classroom observation

and teaching experiment methods. It analyzes the application strategies of the three stages of PPP in grammar teaching and verifies the effectiveness of the model in improving students' grammar application ability and learning motivation. The scientific application of the PPP model can effectively make up for the deficiencies of traditional grammar teaching

enhance the interaction and pertinence of classroom teaching

and promote the transformation of students from passive knowledge acceptance to active language output

thus providing theoretical reference and practical guidance for the reform and innovation of college English grammar teaching.