问题反馈Chapter 1 Introduction
The Background of study
1.1.1核心素养教育理念的全面推进
1.1.1 The comprehensive promotion of the core literacy education concept
在当今全球化与知识经济迅猛发展的时代，教育目标已从单纯知识传授向培养学生综合素养转变。核心素养涵盖文化意识、思维品质、语言能力与学习能力等多维度，为各学科教学指明方向。初中英语作为基础学科，承载着提升学生跨文化交流、批判性思维及自主学习等素养的重任。阅读教学作为英语教学关键板块，是落实核心素养培育的重要阵地，需创新教学模式契合新要求。
In today's era of globalization and the rapid development of the knowledge economy, the goal of education has changed from simply imparting knowledge to cultivating students' comprehensive literacy. Core literacy covers multiple dimensions such as cultural awareness, thinking quality, language ability and learning ability, and points out the direction for the teaching of various disciplines. As a basic subject, junior high school English bears the important task of improving students' literacy in cross-cultural communication, critical thinking and self-directed learning. As a key part of English teaching, reading teaching is an important position for the cultivation of core literacy, and it is necessary to innovate the teaching mode to meet the new requirements.
1.1.2初中英语阅读教学现存困境
1.1.2 The existing difficulties in the teaching of English reading in junior high schools
传统初中英语阅读课常聚焦词汇语法讲解、文本翻译，学生被动接受，虽短期能提升成绩，但长远看，限制素养发展。课堂缺乏真实情境创设，学生难以感知英语文化魅力、激活思维；问题设置多低阶，无法锻炼批判性、创造性思维；学习方法灌输为主，自主学习、合作探究少，难以应对信息爆炸时代海量阅读需求，难以将知识内化为素养。
Traditional junior high school English reading classes often focus on vocabulary and grammar explanations and text translation, which students passively accept, which can improve their performance in the short term, but limit their literacy development in the long run. The lack of real situation creation in the classroom makes it difficult for students to perceive the charm of English culture and activate their thinking. The problem setting is low-level, and it is impossible to exercise critical and creative thinking; Learning methods are mainly instilled, and there is little independent learning and cooperative inquiry, which makes it difficult to cope with the massive reading demand in the era of information explosion and internalize knowledge into literacy.
1.1.3 5E 教学模式的优势契合性
1.1.3 Compatibility of the advantages of the 5E teaching model
5E 教学模式含引入（Engage）、探究（Explore）、解释（Explain）、拓展（Elaborate）、评价（Evaluate）环节。引入环节巧设情境，激发兴趣，如英语新闻、影视片段引阅读主题，唤醒学生知识经验，关联生活与文本，契合核心素养情境化需求；探究阶段学生自主合作剖析文本，挖掘深层含义，培养问题解决、信息处理能力，提升思维品质；解释环节学生交流分享探究成果，教师引导构建知识体系，深化语言理解运用，强化语言能力；拓展让学生拓展阅读、迁移知识创作，如改写故事、撰写读后感，拓宽文化视野，实践创新；评价全程贯穿，多元主体、多样方式，关注过程与结果，助力学生反思调整学习策略，发展学习能力，5E 模式各环节为核心素养落地初中英语阅读提供有力支撑。在英语阅读中，教师要让学生有更多的时间去了解、感受不同的文本，教导学生掌握各种文体的特定篇章布局和语言特质，重视篇章的各个部分以及如何用语言来传达含义并且帮助学生构筑文体模式、内容模式和语言模式，以免局限于仅传授语言知识。阅读教学的任务在于协助学生高效地吸收和传达信息，以及清晰地表述个人见解和情感态度。
The 5E teaching model includes Engage, Explore, Explain, Elaborate, and Evaluate. The introduction of links cleverly sets up situations to stimulate interest, such as English news, film and television clips to introduce reading themes, awaken students' knowledge and experience, connect life and text, and meet the contextualized needs of core literacy; In the inquiry stage, students independently and cooperatively analyze texts, explore deep meanings, cultivate problem-solving and information processing skills, and improve the quality of thinking. In the explanation session, students exchange and share the results of their inquiry, and teachers guide the construction of a knowledge system, deepen language understanding and use, and strengthen language ability. Expand students' reading and transfer knowledge creation, such as rewriting stories and writing after-reading feelings, broaden cultural horizons, and practice innovation; The evaluation runs through the whole process, with multiple subjects and methods, focusing on the process and results, helping students reflect on and adjust their learning strategies, develop their learning ability, and provide strong support for the implementation of core literacy in junior high school English reading. In English reading, teachers should give students more time to understand and feel different texts, teach students to master the specific layout and language characteristics of various genres, pay attention to each part of the text and how to use language to convey meaning, and help students construct stylistic patterns, content patterns and language patterns, so as not to be limited to teaching language knowledge. The task of teaching reading is to assist students in absorbing and conveying information efficiently, as well as to articulate their personal opinions and emotional attitudes clearly.
1.2 The Purposes of the Study
1.2.1构建基于核心素养的初中英语阅读 5E 教学模式实践框架
1.2.1 Construct a practical framework for the 5E teaching mode of junior high school English reading based on core literacy
旨在深入剖析核心素养四大维度（文化意识、思维品质、语言能力、学习能力）与 5E 教学模式五个环节（引入、探究、解释、拓展、评价）的内在契合点，通过理论梳理与实践调研，构建一套完整、可操作性强的初中英语阅读教学实践指南。明确在每个 5E 环节中，如何精准设计教学活动以针对性培育学生相应核心素养，例如在引入环节，利用多媒体资源创设何种跨文化情境能够有效激发学生文化意识，为教师教学提供清晰步骤与方法参考，使 5E 模式成为落实核心素养的有力工具。
The purpose of this study is to deeply analyze the internal convergence between the four dimensions of core literacy (cultural awareness, thinking quality, language ability, and learning ability) and the five links of the 5E teaching model (introduction, exploration, interpretation, expansion, and evaluation), and to construct a complete and operable set of practical guidelines for junior high school English reading teaching through theoretical combing and practical research. For example, in the introduction link, what kind of cross-cultural situations can be effectively stimulated by using multimedia resources to effectively stimulate students' cultural awareness, provide clear steps and methods for teachers to teach, and make the 5E model a powerful tool for implementing core literacy.
1.2.2探究 5E 教学模式对初中学生英语阅读核心素养的提升效果
1.2.2 To explore the effect of the 5E teaching model on the improvement of junior high school students' English reading core literacy
运用实证研究方法，跟踪学生在采用 5E 模式的英语阅读课堂前后的表现变化。对比分析学生在思维活跃度上，是否从简单文本理解过渡到能够批判性思考文本观点、创造性提出见解；于语言能力层面，观察词汇量扩充、语法运用准确性、阅读速度与理解深度提升状况；从文化意识角度，考量对异国文化理解包容程度以及能否在跨文化交流场景中恰当运用知识；针对学习能力，聚焦自主规划阅读学习、总结反思学习策略以及合作学习协调能力的养成，量化评估 5E 模式对学生综合素养的增值作用，为教学创新提供数据支撑。
Empirical research was used to track changes in students' performance before and after the 5E model of English reading classes. Compare and analyze whether students transition from simple text comprehension to critical thinking and creative opinions in terms of thinking activity. At the level of language ability, the expansion of vocabulary, the accuracy of grammar use, the improvement of reading speed and depth of comprehension were observed. From the perspective of cultural awareness, consider the degree of understanding and tolerance of foreign cultures and the ability to appropriately apply knowledge in cross-cultural communication scenarios; In terms of learning ability, this paper focuses on the cultivation of self-planning reading learning, summarizing and reflecting learning strategies, and cooperative learning coordination ability, and quantitatively evaluates the value-added effect of the 5E model on students' comprehensive literacy, so as to provide data support for teaching innovation.
1.2.3为初中英语教师提供 5E 模式应用于阅读教学的专业指导策略
1.2.3 Provide junior high school English teachers with professional guidance strategies for the application of the 5E model to the teaching of reading
基于教师在实施 5E 模式过程中的困惑与挑战调研，如探究任务设计难度把控、小组合作低效应对、评价方式单一等问题，研究致力于开发系统培训方案与教学辅助资源。通过专题讲座、示范课观摩、在线研讨等形式，助力教师理解模式精髓；提供丰富案例库涵盖不同阅读题材（记叙文、说明文、议论文等）的 5E 教学设计，以及配套教学课件、任务单等，指导教师依据学情、教材灵活运用 5E 模式，提升课堂教学质量，推动教师专业发展以适应新时代英语教学需求。
Based on the confusion and challenges of teachers in the process of implementing the 5E model, such as the difficulty control of task design, the low effect of group cooperation, and the single evaluation method, the research is committed to the development of systematic training programs and teaching auxiliary resources. Through special lectures, demonstration class observations, online seminars and other forms, it helps teachers understand the essence of the model; Provide a rich case library covering 5E teaching design for different reading topics (narrative, expository, argumentative essays, etc.), as well as supporting teaching courseware and task lists, etc., to guide teachers to flexibly use the 5E model according to the learning situation and teaching materials, improve the quality of classroom teaching, and promote teachers' professional development to meet the needs of English teaching in the new era.
1.3Significance of the Study
1.3.1理论意义
1.3.1 Theoretical implications
丰富初中英语教学理论体系：本研究将核心素养理念与 5E 教学模式深度融合并应用于阅读教学，打破传统教学理论局限。一方面拓展核心素养在英语学科细分领域（阅读教学）的实践指导理论，为后续研究剖析各维度素养如何在阅读环节精准落地提供范例；另一方面为 5E 教学模式在不同学科、不同学段的适应性研究补充实证依据，尤其在初中英语这一基础且关键学科中的实践探索，有助于完善其普适性与特殊性理论阐述。
Enriching the theoretical system of junior high school English teaching: This study deeply integrates the concept of core literacy with the 5E teaching model and applies it to reading teaching, breaking the limitations of traditional teaching theories. On the one hand, it expands the practical guidance theory of core literacy in the subdivision of English discipline (reading teaching), and provides an example for follow-up research to analyze how to accurately implement each dimension of literacy in reading. On the other hand, it provides an empirical basis for the research on the adaptability of the 5E teaching model in different disciplines and different school stages, especially in the practical exploration of junior high school English, which is a basic and key subject, which is helpful to improve its universality and particularity theory.
深化英语阅读教学过程理论：聚焦 5E 各环节在阅读课中的动态交互，探究如何依循学生阅读心理、认知规律，从情境吸引、深度探究、知识内化到拓展应用、综合评价，系统揭示英语阅读教学从输入到输出的高效转化机制，革新传统静态、单向的阅读教学过程认知。
Deepening the theory of English reading teaching process: Focusing on the dynamic interaction of each link of 5E in reading class, exploring how to follow the laws of students' reading psychology and cognition, from situational attraction, in-depth exploration, knowledge internalization to extended application and comprehensive evaluation, systematically reveal the efficient transformation mechanism of English reading teaching from input to output, and innovate the traditional static and one-way reading teaching process cognition.
1.3.2实践意义
1.3.2 Practical implications
助力学生综合素养提升：核心素养导向下，5E 教学模式为学生成长赋能。引入环节激发阅读兴趣，点燃学习热情，奠定主动学习基调；探究环节促使学生自主挖掘文本信息、分析篇章结构，锻炼逻辑思维与批判性思维，如在比较不同体裁英文报道时培养思辨力，同时提升合作交流能力；解释环节强化语言知识精准掌握与灵活运用，夯实语言功底；拓展环节将阅读视野从课内延至课外，接触多元文化，创作实践中提升创新能力，如英语短剧创作；全程评价促使学生反思学习策略，养成自主学习习惯，实现文化、思维、语言、学习能力协同发展。
Helping students improve their comprehensive literacy: Under the guidance of core literacy, the 5E teaching model empowers students' growth. The introduction of links stimulates interest in reading, ignites enthusiasm for learning, and lays the foundation for active learning; In the inquiry session, students can independently explore text information, analyze the structure of texts, and exercise logical and critical thinking, such as cultivating critical thinking when comparing different genres of English reports, and improving their ability to cooperate and communicate. The explanation link strengthens the accurate grasp and flexible use of language knowledge, and consolidates the language foundation; In the enrichment session, the reading horizon will be extended from in-class to extra-curricular, so as to be exposed to multiculturalism and enhance innovation ability in creative practice, such as the creation of English short plays; The whole process evaluation prompts students to reflect on their learning strategies, develop independent learning habits, and realize the coordinated development of culture, thinking, language, and learning ability.
推动英语教师专业成长：倒逼教师更新教学理念，钻研 5E 模式内涵与核心素养精髓，深入了解学生需求，精准设计阅读课程。从单纯知识讲授者转型为情境创设者、学习引导者、评价组织者，如在设计探究任务需深谙阅读材料与学生认知冲突点，激发探究欲。持续实践积累经验形成教学风格，提升教学设计、课堂驾驭、教学反思等专业技能，适应新时代教育变革。
Promote the professional growth of English teachers: Teachers are forced to update their teaching concepts, delve into the connotation of the 5E model and the essence of core literacy, deeply understand the needs of students, and accurately design reading courses. Transform from a simple knowledge lecturer to a situation creator, learning guide, and evaluation organizer, such as when designing inquiry tasks, it is necessary to be familiar with the conflict points between reading materials and students' cognition, so as to stimulate the desire for inquiry. Continue to practice and accumulate experience to form a teaching style, improve professional skills such as teaching design, classroom control, and teaching reflection, and adapt to the educational reform in the new era.
1.4 Organization of the Thesis
本篇论文涵盖了五个章节，第一章为引言部分，是对全文内容的一个整体概述，主要介绍了研究的背景、目的、意义以及论文的整体框架。第二章是文献综述，分为四个小节。第一小节中阐释了 5E 教学模式及英语阅读教育的基本概念；第二小节回顾了基于 5E 教学模式的英语教学在国际及国内的研究动态;第三小节分析了5E 模式在当今应用于英语教育的研究状况；第四小节建立在认知发展理论和人本主义理论两大理论基础之上，阐述了本研究的理论基石。第三章是研究设计，这一部分是本研究的实践操作部分。在确定研究问题和研究对象的基础上，通过采用实验法、问卷法和访谈法展开调查研究，收集整理相关的研究数据。第四章是对研究结果的分析与讨论，主要分析相关的研究数据，围绕着该研究的核心问题，对收集到的相关数据结果进行分析与讨论。第五章是结论部分，在这一部分主要是归纳了该研究的结果、相关的一些教学启示、该研究存在的局限性和不足，并对今后的研究提出了几点建议。
This paper consists of five chapters, the first of which is the introduction, which is an overall overview of the content of the paper, mainly introducing the background, purpose, and significance of the research, as well as the overall framework of the paper. Chapter 2 is a literature review and is divided into four subsections. The first section explains the 5E teaching model and the basic concepts of English reading education. The second section reviews the international and domestic research trends of English language teaching based on the 5E teaching model. The third section analyzes the current state of research on the application of the 5E model to English education. The fourth section builds on the two theoretical foundations of cognitive development theory and humanistic theory, and expounds the theoretical cornerstone of this research. Chapter 3 is the study design, which is the practical part of the study. On the basis of determining the research questions and research objects, the relevant research data were collected and sorted out by using experimental methods, questionnaires and interviews. Chapter 4 is an analysis and discussion of the research results, mainly analyzing the relevant research data, and analyzing and discussing the relevant data results around the core issues of the study. Chapter 5 is the conclusion part, in which the results of the study are summarized, some relevant teaching implications, the limitations and shortcomings of the study, and some suggestions for future research.
Chapter 2 Literature Review
2.1 Core Competencies
2.1.1The Definition of Core Competencies
核心素养是指学生在接受教育过程中，逐步形成的适应个人终身发展和社会发展需要的必备品格和关键能力。
Core literacy refers to the necessary character and key abilities that students gradually form in the process of receiving education to meet the needs of personal lifelong development and social development.
它是对知识与技能、过程与方法、情感态度与价值观的整合与超越，强调的不仅仅是知识和技能的掌握，更注重学生在复杂情境中运用知识和技能解决实际问题的能力，以及在这个过程中所形成的正确价值观、必备品格和关键能力。核心素养具有综合性、稳定性、发展性和情境性等特征，它是个体在不同情境下能够灵活运用知识、技能和态度的综合表现，是一个逐步发展和完善的动态体系，并且与现实生活情境紧密相连，在具体的情境中得以体现和发展。
It is the integration and transcendence of knowledge and skills, processes and methods, emotional attitudes and values, emphasizing not only the mastery of knowledge and skills, but also the ability of students to use knowledge and skills to solve practical problems in complex situations, as well as the correct values, necessary characters and key abilities formed in this process. Core literacy has the characteristics of comprehensiveness, stability, development and situationality, it is a comprehensive performance of individuals who can flexibly use knowledge, skills and attitudes in different situations, is a dynamic system that is gradually developed and improved, and is closely connected with real life situations, and is reflected and developed in specific situations.
不同的教育阶段和学科领域对核心素养有着不同的具体要求和侧重点，例如，在基础教育阶段，强调培养学生的语言能力、数学素养、科学精神、人文底蕴、社会责任感等通用的核心素养；而在高等教育阶段，则更注重培养学生在专业领域的创新能力、实践能力和批判性思维等核心素养。
For example, in the basic education stage, emphasis is placed on cultivating students' general core literacy such as language ability, mathematical literacy, scientific spirit, humanistic heritage, and social responsibility. At the higher education level, more attention is paid to cultivating students' core competencies such as innovation ability, practical ability and critical thinking in professional fields.
在教育教学实践中，核心素养为课程设计、教学方法改进、评价体系构建提供方向指引，教师教学需要围绕核心素养组织内容，要从传统讲授转向引导探究、合作学习，激发学生主动性，关注学生素养生成过程。评价体系不再单纯以考试成绩论高低，而是综合考量学生在知识运用、问题解决、态度养成等多方面素养表现，采用表现性评价、档案袋评价等多元化方式，精准反馈学生核心素养发展水平，促进教育质量提升，培育契合时代需求的高素质人才。
In the practice of education and teaching, core literacy provides direction and guidance for curriculum design, teaching method improvement, and evaluation system construction, and teachers need to organize content around core literacy, shift from traditional teaching to guided inquiry and cooperative learning, stimulate students' initiative, and pay attention to the generation process of students' literacy. The evaluation system is no longer simply based on test scores, but comprehensively considers students' literacy performance in knowledge application, problem solving, attitude development, etc., and adopts diversified methods such as performance evaluation and portfolio evaluation to accurately feedback the development level of students' core literacy, promote the improvement of education quality, and cultivate high-quality talents that meet the needs of the times.
2.1.2 The Definition of Core Competencies of English Subject
在当今全球化加速与知识经济蓬勃发展的时代背景下，英语学科核心素养成为英语教育领域的关键概念，指引着英语教学的方向。英语学科核心素养涵盖语言能力、文化意识、思维品质和学习能力四个维度，它们紧密相连、相辅相成，共同勾勒出学生通过英语学习所应达成的综合素养蓝图。
In today's era of accelerated globalization and vigorous development of knowledge economy, the core literacy of English has become a key concept in the field of English education, guiding the direction of English teaching. The core literacy of English covers four dimensions: language ability, cultural awareness, thinking quality and learning ability, which are closely linked and complement each other, and jointly outline the blueprint of comprehensive literacy that students should achieve through English learning.
(一)、语言能力
(1) Language ability
语言能力是英语学科核心素养的基石，指学生在社会情境中，基于英语这一语言知识体系，以听、说、读、写、看等方式理解和表达意义、意图与情感态度的能力。这里的“看”拓展了传统语言输入的范畴，涵盖对各类视觉文本如英语电影、海报、图表等的信息获取与解读。学生不仅要掌握语音、词汇、语法等基础知识，更要能在真实或模拟的生活、学习、工作场景中灵活运用英语进行有效沟通。例如，在国际交流项目中，能够准确流畅地介绍本国文化特色，或是就专业学术问题与国外同行深入探讨，展现出语言运用的流利性、准确性与得体性，以适应多元交流需求。
Language proficiency is the cornerstone of the core literacy of English discipline, which refers to students' ability to understand and express meaning, intention and emotional attitude in a social context based on English as a language knowledge system. "Seeing" here expands the scope of traditional language input to include the acquisition and interpretation of information on various visual texts such as English films, posters, charts, etc. Students should not only master the basic knowledge of pronunciation, vocabulary, grammar, etc., but also be able to flexibly use English to communicate effectively in real or simulated life, study and work scenarios. For example, in international exchange programs, students can accurately and fluently introduce the cultural characteristics of their own country, or have in-depth discussions with foreign counterparts on professional and academic issues, and demonstrate fluency, accuracy and appropriateness in language use to meet the needs of diverse communication.
(二)、文化意识
(2) Cultural awareness
文化意识反映学生对中外文化的理解与认知，以及对文化差异的敏感性、包容性和批判性思维。英语作为一门国际通用语言，承载着英美等诸多英语国家丰富的历史、文学、艺术、习俗、价值观等文化内涵，同时在跨文化交流中也与本土文化相互碰撞、交融。学生在学习英语过程中，一方面需深入探究英语文化根源，理解西方文化现象背后的思维模式，如西方节日背后的宗教渊源、社交礼仪中的个人主义倾向；另一方面要立足本土，以英语为媒介弘扬中华优秀传统文化，在对比中发现异同，避免文化误解，培养全球视野下的跨文化交际能力，促进文化多元共生。
Cultural awareness reflects students' understanding and cognition of Chinese and foreign cultures, as well as their sensitivity, inclusiveness and critical thinking towards cultural differences. As an international common language, English carries the rich history, literature, art, customs, values and other cultural connotations of many English-speaking countries such as Britain and the United States, and at the same time, it also collides and blends with local culture in cross-cultural communication. In the process of learning English, students need to deeply explore the roots of English culture and understand the thinking patterns behind Western cultural phenomena, such as the religious origins behind Western festivals and the individualistic tendencies in social etiquette. On the other hand, it is necessary to base ourselves on the local area, use English as the medium to promote the excellent traditional Chinese culture, find similarities and differences in comparison, avoid cultural misunderstandings, cultivate cross-cultural communication skills from a global perspective, and promote cultural diversity and symbiosis.
(三)、思维品质
(3) Thinking quality
思维品质聚焦于学生在英语学习中思维的逻辑性、批判性和创造性发展。逻辑性体现在学生能够有条理地组织语言、构建篇章，如在英语写作时遵循清晰的论证结构，从提出观点、列举论据到得出结论环环相扣；批判性思维促使学生对英语文本信息不盲目跟从，而是质疑、分析其合理性与局限性，像剖析英文新闻报道中的立场偏见；创造性思维则鼓励学生突破常规，运用英语大胆想象、创新表达，如改写经典英语故事结局，或是创造全新的英语广告语，提升解决复杂问题的创新能力，以思维活力驱动语言学习进阶。
Thinking qualities focus on the logical, critical and creative development of students' thinking in English language learning. Logic is reflected in the student's ability to organize the language and construct the text in an orderly manner, such as following a clear argument structure when writing in English, from presenting ideas, enumerating arguments, and drawing conclusions. Critical thinking prompts students not to blindly follow the information of English texts, but to question and analyze its rationality and limitations, such as analyzing the position bias in English news reports. Creative thinking encourages students to break through the conventions and use English to imagine and express themselves in a bold way, such as rewriting the ending of a classic English story or creating a new English slogan to enhance their ability to solve complex problems and drive language learning with their thinking vitality.
(四)、学习能力
(4) Learning ability
学习能力是保障学生可持续英语学习的动力源泉，涵盖学生主动拓宽学习渠道、有效管理学习过程、灵活选用学习策略及善于自我评价反思等方面。在信息爆炸时代，学生要学会利用线上线下丰富资源，如在线英语课程、英语学习APP 等自主预习、复习与拓展知识；制定个性化学习计划，合理分配时间学习词汇、练习口语听力；依据不同学习任务，灵活切换记忆策略、合作学习策略等；定期回顾学习成效，总结经验教训调整学习路径，形成终身学习英语所需的自主发展能力，应对知识快速更新换代。
Learning ability is the driving force for students' sustainable English learning, which includes students' initiative to broaden learning channels, manage the learning process effectively, flexibly choose learning strategies, and be good at self-evaluation and reflection. In the era of information explosion, students should learn to make use of rich online and offline resources, such as online English courses, English learning apps, etc., to preview, review and expand their knowledge independently. Develop a personalized learning plan, reasonably allocate time to learn vocabulary, practice speaking and listening; According to different learning tasks, flexibly switch memory strategies and cooperative learning strategies. Regularly review the learning results, summarize lessons and adjust the learning path, form the self-development ability required for lifelong learning of English, and cope with the rapid updating of knowledge.
英语学科核心素养的四个维度有机统一，语言能力是基础载体，文化意识为深层底蕴，思维品质作内在驱动，学习能力是持续保障。在英语教学实践中，教师应以核心素养为导向，设计多元教学活动，全方位培育学生适应时代需求的英语综合素养，助力学生走向国际舞台，实现个人成长与社会发展的共赢。
The four dimensions of the core literacy of English discipline are organically unified, language ability is the basic carrier, cultural awareness is the deep foundation, thinking quality is the internal drive, and learning ability is the continuous guarantee. In the practice of English teaching, teachers should be guided by core literacy, design diversified teaching activities, cultivate students' comprehensive English literacy to meet the needs of the times in an all-round way, help students to go to the international stage, and achieve a win-win situation between personal growth and social development.
2.2 5E Teaching Model
(一)、起源
(1) Origin
5E教学模式起源于美国，是在早期科学教育工作者研究的基础上发展而来的。
The 5E teaching model originated in the United States and was developed on the basis of research by early science educators.
5E教学模式起源于生物学科教学，由美国生物学课程研究所（BSCS）于20世纪80年代末开发。其理论基础是建构主义学习理论，强调学生通过自身经验和反思来构建对世界的理解。该模式也受到了美国哲学家和教育家约翰·杜威教育思想的影响，杜威强调学生的主动学习和实践经验在教育中的重要性。 5E教学模式的由来可以追溯到早期的科学教育研究。1962年，科学教育工作者J. Myron Atkin和Robert Karplus提出了探究式学习的方法，认为这种方法在科学教学中比传统的死记硬背更有效。后来，他们为科学课程改进研究（SCIS）开发了Karplus和Thier学习周期，这成为了5E教学模式的重要基础。BSCS在这些研究的基础上，开发了5E教学模式，将学习过程分为吸引（Engage）、探究（Explore）、解释（Explain）、迁移（Elaborate）和评价（Evaluate）五个阶段。
The 5E teaching model originated from the teaching of biology and was developed by the Biology Curriculum Institute (BSCS) in the late 80s of the 20th century. It is based on constructivist learning theory, which emphasizes that students construct an understanding of the world through their own experiences and reflections. The model was also influenced by the educational ideas of the American philosopher and educator John Dewey, who emphasized the importance of students' active learning and practical experience in education. The origins of the 5E teaching model can be traced back to early research in science education. In 1962, science educator J. J. Myron Atkin and Robert Karplus proposed an inquiry-based approach to learning that is more effective than traditional rote memorization in science teaching. Later, they developed the Karplus and Thier learning cycles for the Science Curriculum Improvement Study (SCIS), which became an important foundation for the 5E teaching model. On the basis of these studies, BSCS has developed the 5E teaching model, which divides the learning process into five stages: Engage, Explore, Explain, Elaborate and Evaluate.
(二）、发展
(2) Development
自20世纪80年代后期以来，BSCS在新课程材料和专业发展经验的开发中广泛使用5E教学模式。由于其完备的实用性，该模式受到了教育界的高度关注，逐渐从生物学科推广到其他科学领域，如物理、化学、地理等，后来还应用于技术、工程和数学教育当中，成为美国科学课堂的主流教学方法。同时，5E教学模式也在全球范围内得到了广泛的认可和应用，许多国家和地区将其引入到本国的科学教育体系中，以促进学生的科学素养和综合能力的发展。
Since the late 80s of the 20th century, BSCS has made extensive use of the 5E teaching model in the development of new curriculum materials and professional development experiences. Due to its complete practicability, this model has received great attention from the education community, and has gradually been extended from biology to other scientific fields, such as physics, chemistry, geography, etc., and later applied to technology, engineering and mathematics education, and has become the mainstream teaching method in science classrooms in the United States. At the same time, the 5E teaching model has also been widely recognized and applied around the world, and many countries and regions have introduced it into their own science education systems to promote the development of students' scientific literacy and comprehensive ability.
(三)、5E教学模式的五个阶段
(3) The five stages of the 5E teaching model
吸引环节（Engage）：通过创设生动有趣、富有启发性的问题情境或活动，吸引学生的注意力，激发他们的学习兴趣和好奇心，使学生产生认知冲突，从而主动参与到学习中来。例如，在教授物理课程中“摩擦力”这一概念时，教师可通过展示一个在斜面上不同材质物体的滑动实验，引发学生对于物体滑动或静止原因的思考。
Engage: By creating interesting, inspiring problem situations or activities, we can attract students' attention, stimulate their interest and curiosity in learning, and make students have cognitive conflicts, so as to actively participate in learning. For example, when teaching the concept of "friction" in a physics lesson, the teacher can show an experiment with the sliding of objects of different materials on an inclined plane to provoke students to think about why the object is sliding or stationary.
探究环节（Explore）：学生在教师的引导下，通过自主或小组合作的方式，对问题进行探究和实践。他们可以操作实验、收集数据、观察现象等，在这个过程中，学生亲身体验知识的形成过程，培养动手能力和科学探究精神。如在探究“植物的光合作用”时，学生分组进行不同光照条件下植物生长的实验，记录相关数据。
Explore: Students explore and practice problems through independent or group work under the guidance of teachers. They can operate experiments, collect data, observe phenomena, etc., and in the process, students experience the process of knowledge formation first-hand, and develop hands-on skills and the spirit of scientific inquiry. For example, in the study of "photosynthesis of plants", students are divided into groups to conduct experiments on plant growth under different lighting conditions and record relevant data.
解释环节（Explain）：在探究活动结束后，学生尝试用自己的语言对探究过程和结果进行解释和说明。教师则适时介入，帮助学生梳理知识，引导他们运用科学概念和原理来解释现象，使学生对知识的理解更加准确和深入。例如，学生在解释“声音是如何产生的”这一问题时，教师可以引导学生从物体振动的角度进行科学解释。
Explain: At the end of the inquiry, students try to explain and explain the process and results of the inquiry in their own words. Teachers intervene in a timely manner to help students sort out their knowledge and guide them to use scientific concepts and principles to explain phenomena, so that students' understanding of knowledge can be more accurate and deep. For example, when students are explaining the question "How is sound produced?" a teacher can guide students to explain scientifically from the perspective of the vibration of an object.
迁移环节（Elaborate）：学生将所学的知识应用到新的情境中，通过解决实际问题或拓展性的学习活动，进一步深化对知识的理解和掌握，实现知识的迁移和运用。比如，在学习了“浮力”知识后，让学生设计并制作一艘能承载一定重量的小船，以检验他们对浮力原理的应用能力。
Elaborate: Students apply what they have learned to new situations, and further deepen their understanding and mastery of knowledge through solving practical problems or extended learning activities, so as to realize the transfer and application of knowledge. For example, after learning about buoyancy, ask students to design and build a boat that can carry a certain weight to test their ability to apply the principle of buoyancy.
评价环节（Evaluate）：包括学生的自我评价和教师对学生的评价。评价内容不仅涵盖知识的掌握程度，还包括学生在探究过程中的表现、合作能力、思维能力等。评价方式多样，如测验、作业、观察、小组互评等，通过评价可以及时反馈学生的学习情况，为教师调整教学策略提供依据。
Evaluate: includes students' self-evaluation and teachers' evaluation of students. The content of the assessment covers not only the mastery of knowledge, but also the performance of students in the process of inquiry, cooperation ability, thinking ability, etc. There are various evaluation methods, such as tests, homework, observation, group evaluation, etc., through which the students' learning situation can be fed back in a timely manner, providing a basis for teachers to adjust their teaching strategies.
(四)、5E教学模式的应用价值
(4) The application value of the 5E teaching model
提升学生学习效果，促进知识理解与掌握：5E教学模式通过让学生参与探究活动，亲身体验知识的形成过程，能加深对知识的理解和记忆。例如在化学课上，学生通过自主探究化学反应，对化学原理的理解会更深刻。
Enhance students' learning effectiveness and promote knowledge understanding and mastery: The 5E teaching model allows students to participate in inquiry activities and experience the process of knowledge formation, which can deepen the understanding and retention of knowledge. For example, in chemistry class, students will have a deeper understanding of the principles of chemistry by exploring chemical reactions independently.
培养综合能力：该模式注重培养学生的科学探究能力、思维能力、创新能力和实践能力。学生在探究过程中，需要设计实验、分析数据、解决问题，这有助于提高他们的综合能力。
Cultivating comprehensive ability: This model focuses on cultivating students' scientific inquiry ability, thinking ability, innovation ability and practical ability. In the process of inquiry, students need to design experiments, analyze data, and solve problems, which helps to improve their comprehensive ability.
增强学生学习兴趣与动力，激发学习兴趣：“吸引”环节创设的有趣情境能激发学生的好奇心和学习兴趣。如在地理课上，通过展示神奇的自然现象视频，吸引学生探究背后的地理原理，让他们更主动地参与学习。
Enhance students' interest and motivation in learning, and stimulate their interest in learning: The interesting situations created in the "Attract" session can stimulate students' curiosity and interest in learning. For example, in geography class, videos of magical natural phenomena are shown to attract students to explore the principles behind geography and make them more active in learning.
提升学习动力：学生在自主探究和解决问题的过程中，能体验到成功的喜悦，从而增强学习动力，培养自主学习的意识和能力。
Enhance learning motivation: Students can experience the joy of success in the process of independent inquiry and problem solving, thereby enhancing their learning motivation and cultivating their awareness and ability to learn independently.
培养学生合作与交流能力，促进合作学习：在“探究”等环节，学生通常以小组形式开展活动，这促进了学生之间的合作与交流，使他们学会倾听他人意见，共同完成学习任务。
Cultivating students' ability to cooperate and communicate and promote cooperative learning: In sessions such as "inquiry", students often work in small groups, which promotes cooperation and communication among students, so that they can learn to listen to others and complete learning tasks together.
提升交流表达能力：学生在解释探究结果和迁移应用知识时，需要清晰地表达自己的想法和观点，这有助于提高他们的语言表达和交流能力。
Improve communication skills: Students need to express their ideas and opinions clearly when interpreting the results of their inquiry and transferring applied knowledge, which helps to improve their language expression and communication skills.
助力教师专业发展，提升教学能力：教师在设计和实施5E教学模式的过程中，需要不断学习和研究，提升自己的教学设计、组织管理和引导学生的能力。
Helping teachers develop professionally and improve their teaching capabilities: In the process of designing and implementing the 5E teaching model, teachers need to continue to learn and research, and improve their ability to design, organize, manage, and guide students.
促进教育理念更新：5E教学模式体现了以学生为中心的教育理念，教师在应用过程中，会逐渐更新教育观念，更加关注学生的主体地位和全面发展。
Promote the renewal of educational concepts: The 5E teaching model embodies the student-centered educational concept, and teachers will gradually update the educational concept in the application process, and pay more attention to the main position and all-round development of students.
2.3Related Studies at Home and Abroad
2.3.1 Related Studies on the 5E Teaching Model Abroad
20 世纪 80 年代末，美国的生物科学课程研究项目成员 Bybee 等人首次提出 5E 教学模式，并指出相较于原有的 Atkin-Karplus 学习环模式，该模式更加完备，也更加符合学生的认知特点。Dembrow 和 Molldrem（1997）则详细列举了教师在使用 5E 教学模式引导学生参与探究活动时需要注意的四个细节：探究活动的起始、探究问题的可行性和可利用时间、探究过程的资料搜集以及探究的综合整理与反思。这一研究为 5E 教学模式的具体实施指明了方向。此后，Lawson（2001）将该模式与传统教学模式进行了对比，发现 5E 教学模式的优势在于，它允许学生检验自己的想法，能够使学生在新、旧知识之间建构桥梁，从而加深其对知识的理解。对此，Page（2005）提出了另一种看法，他认为，相较于传统教学模式，5E 教学模式的显著优势在于它能够帮助教师意识到学生的前概念，并基于这些前概念有针对性地设计教学活动，通过“暴露前概念、自主探究、合作解释、应用、评价”这一过程帮助学生完成了知识的建构。基于 5E 教学模式理论上的优势，Bybee（2006）进一步提出可以将该模式应用于具体的教学实践，组织和设计 1 个课程、1 个单元或者 1 节课。但 Duran等人（2011）认为教师在解释阶段的讲解方式过于单一，于是提出在解释和迁移环节间加上表达（Expression）环节，将其发展为 6E 教学模式，以引导学生更充分地展示自己的探究结果。而实际上，5E 教学模式本身已经包含了 6E 教学模式所增加的表达环节。
At the end of the 80s of the 20th century, Bybee et al., a member of the Biological Science Curriculum Research Project in the United States, first proposed the 5E teaching model, and pointed out that compared with the original Atkin-Karplus learning loop model, the model is more complete and more in line with the cognitive characteristics of students. Dembrow and Molldrem (1997) elaborate on four details that teachers need to pay attention to when using the 5E teaching model to guide students to participate in inquiry activities: the initiation of inquiry activities, the feasibility and availability of inquiry questions, the collection of information in the inquiry process, and the synthesis and reflection of inquiry. This research points the way to the implementation of the 5E teaching model. Since then, Lawson (2001) has compared this model with the traditional teaching model and found that the advantages of the 5E teaching model are:It allows students to test their ideas and enables them to build bridges between old and new knowledge, thereby deepening their understanding of knowledge. Page (2005) put forward another view of this, arguing that the significant advantage of the 5E teaching model over the traditional teaching model is that it can help teachers to be aware of students' pre-concepts, and to design teaching activities based on these pre-concepts, and to help students complete the construction of knowledge through the process of "exposing pre-concepts, independent inquiry, cooperative interpretation, application, and evaluation". Based on the theoretical advantages of the 5E teaching model, Bybee (2006) further proposed that the model can be applied to specific teaching practices, such as organizing and designing 1 course, 1 unit or 1 lesson. However, Duran et al. (2011) argue that the teacher's explanation method in the interpretation stage is too simple, so they proposed to add an expression part between the explanation and transfer sessions, and develop it into a 6E teaching model to guide students to more fully present the results of their inquiry. In fact, the 5E teaching model itself already includes the expression links added by the 6E teaching model.
基于 5E 教学模式理论研究的深入，许多学者开始尝试将该模式应用具体的教学实践中，如 Watt（2013）通过定量评价的方式，对比了 5E 教学模式和传统教学模式在某个知识点上的教学效果，发现 5E 教学模式用于课堂教学对于学生的知识掌握和能力提升大有裨益。此后，国外学者纷纷投入其中，发现基于 5E 教学模式设计教学可以帮助学生获得科学的概念（Dasdemir，2016），提高学生分析、推理等能力（Siwawetkul，2020）。除此之外，国外有学者还以师范生为对象，探查 5E 教学模式对其影响，发现 5E 教学模式不仅助于促进师范生对概念的掌握，如物理学内失重概念（Tural，2010）、天文学内相关概念（Sahin，2017），还有利于促进他们教学设计能力的培养（Hu，2017）。这些研究实例开辟了 5E 教学模式的其他应用领域，具有重要的研究意义。
For example, Watt (2013) compared the teaching effect of the 5E teaching model with the traditional teaching mode on a certain knowledge point through quantitative evaluation, and found that the 5E teaching mode used in classroom teaching is beneficial to students' knowledge mastery and ability improvement. Since then, foreign scholars have invested in it, and found that designing teaching based on the 5E teaching model can help students acquire scientific concepts (Dasdemir, 2016) and improve students' ability to analyze and reason (Siwawetkul, 2020). In addition, some foreign scholars have also explored the influence of the 5E teaching model on normal students, and found that the 5E teaching model not only helps to promote the mastery of concepts in normal students, such as the concept of weightlessness in physics (Tural, 2010) and related concepts in astronomy (Sahin, 2017), but also helps to promote the cultivation of their instructional design ability (Hu, 2017). These research examples open up other application areas of the 5E teaching model and are of great research significance.
随着 5E 教学模式的发展，它的研究逐渐拓展至英语教学领域，虽然数量不多，但也涉及英语教学的多个方面、多个学段。Artun 和 Costu（2013）将其应用在了初中英语阅读教学中，并选取了两个学生数量相同、水平相当的班级学生为研究对象，其中一个班级实施 5E 教学模式，另一个班级则实施传统的阅读教学模式。实验前后利用概念成就测试分别对实验组和对照组学生的英语阅读能力进行测量。对比分析所得数据发现，实验组学生概念成就测试成绩远高于对照组。于是得出，在初中英语阅读课堂中实施 5E 教学模式有助于提高学生的英语阅读成绩。Naguib（2019）也曾以初中生为研究对象，将 5E 教学模式应用于英语语法教学，探究其对学生英语语法学习的影响，发现 5E 教学模式下，学生的语法学习有明显的提高。Jeter 等人（2019）以小学生为研究对象，探究了不同教学模式在英语语言艺术课堂中的应用效果，通过实验对比了直接教学法和 5E 教学模式，发现采用 5E 教学模式教学时，学生学习兴趣增大，学业压力降低，课堂掌握程度也有所提高。
With the development of the 5E teaching model, its research has gradually expanded to the field of English teaching, although the number is small, but it also involves multiple aspects of English teaching and multiple stages. Artun and Costu (2013) applied it to the teaching of English reading in junior high school, and selected two classes with the same number of students and the same level as the research object, one of which implemented the 5E teaching model and the other class implemented the traditional reading teaching model. Before and after the experiment, the English reading ability of the students in the experimental group and the control group was measured by using the conceptual achievement test. The comparative analysis of the data showed that the experimental group scored much higher than the control group in the conceptual achievement test. Therefore, it is concluded that the implementation of the 5E teaching model in junior high school English reading classes can help improve students' English reading performance. Naguib (2019) also took junior high school students as the research object and applied the 5E teaching model to English grammar teaching, and explored its impact on students' English grammar learning, and found that the 5E teaching model significantly improved students' grammar learningHigh. Jeter et al. (2019) took primary school students as the research object to explore the application effect of different teaching modes in English language arts classrooms, and compared the direct teaching method and the 5E teaching mode through experiments, and found that when the 5E teaching mode was adopted, the students' learning interest increased, the academic pressure decreased, and the classroom mastery level was also improved.
基于 5E 教学模式应用于多个学科教学实践的有效性，Ruiz-Martín 与Bybee（2022）从认知科学出发，指明了 5E 教学模式的学习认知原则——社会认知和概念转变理论，进一步解释了该模式应用于教学实践有效性的原因。
Based on the effectiveness of the 5E teaching model applied to the teaching practice of multiple disciplines, Ruiz-Martín and Bybee (2022) pointed out the learning cognitive principles of the 5E teaching model, the theory of social cognition and concept transformation, from the perspective of cognitive science, and further explained the reasons for the effectiveness of the model applied to teaching practice.
除此之外，5E 教学模式的实施情况也是国外学者关注的一个话题。Turan与 Matteson（2021）曾通过观看大量教师录制的视频课，对 5E 教学模式的应用情况做了相关的调查，发现大多数教师们在实施 5E 教学模式时存在困难。具体表现为，在教学过程中难以设计出既与教学内容关联，又符合 5E 教学模式各个阶段教学要点的教学活动。与此同时，部分教师难以从传统“教师中心”的教育理念中跳脱出来，贯彻 5E 教学模式“以学生为中心”的教育理念。
In addition, the implementation of the 5E teaching model is also a topic of concern for foreign scholars. Turan and Matteson (2021) conducted a survey on the application of the 5E teaching model by watching a large number of recorded video lessons from teachers, and found that most teachers had difficulties in implementing the 5E teaching model. Specifically, it is difficult to design teaching activities that are not only related to the teaching content, but also in line with the teaching points of each stage of the 5E teaching model. At the same time, it is difficult for some teachers to break away from the traditional "teacher-centered" educational concept and implement the "student-centered" educational concept of the 5E teaching model.
2.3.2Related Studies on the 5E Teaching Model at Home
21 世纪初，国内开始引入 5E 教学模式，在对其主要内容进行介绍的同时，也开始尝试将其应用于具体的教学实践，并取得了显著的成果。笔者以“5E 教学模式”为主题，在中国学术网络文献出版总库中进行检索，发现相关的中文学术期刊有 172 篇，学术论文也有 193 篇，且其发文趋势逐年递升。国内对 5E 教学模式的理论研究起始于 2002 年，马文奎（2002）指出 5E教学模式是基于建构主义学说而形成的教学模式，包括吸引、探究、解释、详细说明和评价五个环节。此后，吴成军和张敏（2010）详细论述了各个环节中教师和学生的具体行为，并进一步指出该模式的本质特征是：以学生的自主构建为核心、以新旧概念之间冲突的形成为动力、以建构并应用概念为内容。国内学者对该教学模式具体内容的介绍，让这一新型教学模式更为人所知，为该模式在国内的发展奠定了基础。随后，郑键（2014）在此基础上对该模式的适用范围以及实践中的注意事项进行了论述，为 5E 教学模式的实际运用指明了方向。他指出，尽管 5E 教学模式有很强的适用性，但也并不是通用的，教师在教学过程中要了解学生的学习情况，根据教学需要灵活地将 5E 教学模式与其他模式相结合进行教学设计。
At the beginning of the 21st century, the 5E teaching model began to be introduced in China , and while introducing its main contents, it also began to try to apply it to specific teaching practices, and achieved remarkable results. Taking the "5E teaching model" as the theme, the author searched the China Academic Network Literature Publishing Database, and found that there were 172 related Chinese academic journals and 193 academic papers, and the trend of their publication is increasing year by year. The theoretical research on the 5E teaching model in China began in 2002, and Ma Wenkui (2002) pointed out that the 5E teaching model is a teaching model formed based on the constructivist theory, including attraction, inquiry, explanation, Detail and evaluate the five links. After that, Wu Chengjun and Zhang Min (2010) discussed in detail the specific behaviors of teachers and students in each link, and further pointed out that the essential characteristics of this model are: the self-construction of students as the core, the formation of conflicts between old and new concepts as the driving force, and the construction and application of concepts as the content. The introduction of the specific content of the teaching model by domestic scholars has made this new teaching model more well-known and laid the foundation for the development of the model in China. Subsequently, Zheng Jian (2014) discussed the scope of application of the model and the precautions in practice on this basis, and pointed out the direction for the practical application of the 5E teaching model. He pointed out that although the 5E teaching model has strong applicability, it is not universal, and teachers should understand the learning situation of students in the teaching process, and flexibly combine the 5E teaching model with other models for instructional design according to teaching needs.
随着 5E 教学模式理论研究的不断深入，国内学者开始尝试将其应用于具体的教学实践中。就自然科学教育领域来看，吴霞玲和刘娟娟（2012）曾在人教版《化学》九年级上册第七单元“燃烧和灭火”的教学中应用 5E 教学模式，以提高教学质量和学生的综合能力。除此之外，国内学者还积极将其应用于生物（刘欣，2016）、物理（张雪，2020）、医学（刘雨舒，2023）等教学实践中，并验证了该模式在教学上的有效性。
With the deepening of the theoretical research on the 5E teaching model, domestic scholars have begun to try to apply it to specific teaching practices. In the field of natural science education, Wu Xialing and Liu Juanjuan (2012) applied the 5E teaching model to the teaching of Unit 7 "Combustion and Fire Extinguishing" in the first volume of the ninth grade of the People's Education Edition of Chemistry, so as to improve the teaching quality and students' comprehensive ability. In addition, domestic scholars have also actively applied it to teaching practices such as biology (Liu Xin, 2016), physics (Zhang Xue, 2020), and medicine (Liu Yushu, 2023), and verified the effectiveness of this model in teaching.
尽管 5E 教学模式最初是服务于自然科学，但国内学者也尝试将其应用于英语教学领域，涵盖阅读、写作、语法等教学。李琳（2013）曾以《新编研究生英语系列教程》中第三单元阅读课文 The Weird World of Tobacco 为例，呈现了一个 5E 阅读教学案例，实现了 5E 教学模式与研究生英语阅读教学的融合。在此之后，基于 5E 教学模式设计的英语阅读教学教案层出不穷，但目的指向却有所不同。常万里（2018）提出 5E 教学模式有利于促进学生思维品质的发展，并以译林版《英语》九年级上册第四单元的阅读板块为内容，设计了一个旨在促进学生思维品质的发展的 5E 阅读教学案例，为 5E 教学模式在英语阅读教学中的研究提供了新的方向。继学科核心素养这一概念的提出后，李明远和陈明翠（2019）从学科核心素养视角出发，将 5E 教学模式与英语学科核心素养的培育结合起来，构建了发展学生核心素养的阅读教学 5E 模式，并以 Sad but Beautiful 为内容，呈现了一篇的 5E阅读教学设计。何爱晶和林苗苗（2022）则基于 PWP 这一主流阅读教学模式存在粗线条、浅表化等问题，提出将问题导向与 5E 教学模式相融合，并以沪教版八年级下册英语教材第六单元的阅读课为例，展示了一篇以问题为导向的5E 阅读教学案例。
Although the 5E teaching model was originally designed to serve the natural sciences, domestic scholars have also tried to apply it to the field of English teaching, covering reading, writing, grammar and other teachings. Li Lin (2013) took The Weird World of Tobacco, the third unit of the New Graduate English Tutorial Series, as an example to present a 5E reading teaching case, realizing the integration of the 5E teaching model and graduate English reading teaching. Since then, English reading teaching plans based on the 5E teaching model have emerged, but with different objectives. Chang Wanli (2018) proposed that the 5E teaching model is conducive to promoting the development of students' thinking quality, and designed a 5E reading teaching case to promote the development of students' thinking quality based on the reading section of the fourth unit of the first volume of the ninth grade of the Yilin edition of English, which provides a new direction for the research of the 5E teaching model in English reading teaching. Following the introduction of the concept of subject core literacy, Li Mingyuan and Chen Mingcui (2019) combined the 5E teaching model with the cultivation of English core literacy from the perspective of subject core literacy, and constructed the 5E model of reading teaching to develop students' core literacy For the content, a 5E reading teaching design is presented. He Aijing and Lin Miaomiao (2022) proposed the integration of problem-oriented and 5E teaching mode based on the problems of thick lines and superficiality in PWP, the mainstream reading teaching mode, and took the reading lesson of Unit 6 of the eighth grade English textbook of the Shanghai Education Edition as an example to show a problem-oriented 5E reading teaching case.
除基于 5E 教学模式进行教学设计外，国内学者还针对 5E 教学模式应用于英语教学实践的有效性展开了研究。在英语写作教学中，何嘉欣（2019）对比分析了 5E 教学模式与传统写作教学在高中英语写作教学中的效果，发现， 5E教学模式更能提高学生对英语写作课程的兴趣以及写作时的审题、布局、立意和表述能力；在英语语法教学中，张萌（2022）以重庆市某学校高一年级两个班级学生为研究象，开展了教育实验。结果发现，相较于传统的 PPP 语法教学模式，5E 教学模式下的学生在英语语法学习的兴趣、方法、成绩等方面都有了显著性的良性提升；在英语阅读教学中，林婷婷（2022）利用实验研究法也开展了类似的教育实验，她以集美中学高二年级两个班的学生和三名英语教师为样本，深入探究了高中生英语阅读学习现状，调查了高中英语教师对英语阅读教学的看法，还探究了 5E 教学模式对学生英语阅读成绩的影响。实验结束后，发现目前高中生阅读学习现状显著并不乐观，他们在英语阅读学习时存在一定的困难，甚至部分学生存在畏难情绪。而教师普遍认为，阅读教学的难点在于文章结构、主题意义和思维品质的培养，忽视了学生阅读情感的激发。此外，研究还发现，在高中英语阅读教学中实施 5E 教学模式能在一定程度上提高学生阅读学习的兴趣和自信，改善其英语阅读成绩，促进他们综合能力的发展。这些研究表明了 5E 教学模式应用于英语多方面教学的可行性和有效性，也促进了该模式在英语教学领域内研究的深入。
In addition to the teaching design based on the 5E teaching model, domestic scholars have also carried out research on the effectiveness of the 5E teaching model in English teaching practice. In the teaching of English writing, Jiaxin He (2019) compared and analyzed the effects of the 5E teaching model and the traditional writing teaching in the teaching of English writing in high school, and found that the 5E teaching mode can improve students' interest in English writing courses, as well as their ability to review questions, layout, ideas and expressions when writing. In the teaching of English grammar, Zhang Meng (2022) carried out an educational experiment with students in two classes of the first grade of a school in Chongqing. The results show that, compared with the traditional PPP grammar teaching mode, the students in the 5E teaching mode have significantly improved their interest, methods, and grades in English grammar learning. In the teaching of English reading, Lin Tingting (2022) used experimental research methods to carry out similar educational experiments, she took two classes of students in the second grade of Jimei Middle School and three English teachers as samples to deeply explore the current situation of high school students' English reading learning, investigated the views of high school English teachers on English reading teaching, and also explored 5E The Effect of Teaching Patterns on Students' English Reading Performance. After the experiment, it was found that the current situation of high school students' reading learning was significantly not optimistic, and they had certain difficulties in learning English reading, and even some students were afraid of difficulties. However, teachers generally believe that the difficulty of reading teaching lies in the cultivation of article structure, theme meaning and thinking quality, and ignores the stimulation of students' reading emotions. In addition, the study also found that the implementation of the 5E teaching model in high school English reading teaching can improve students' interest and confidence in reading and learning to a certain extent, improve their English reading performance, and promote the development of their comprehensive ability. These studies show the feasibility and effectiveness of the 5E teaching model in multi-faceted English teaching, and also promote the in-depth research of this model in the field of English teaching.