基于5E教学模式的高中英语读写整合教学设计与反思

A Teaching Design and Reflection of the Integration of Reading and Writing Teaching in Senior High School English Based on the 5E Instruction Model

摘要: 以5E教学模式为理论框架，以人教版高中英语必修二Unit 4 History and Traditions读写课为实践载体，本文开展高中英语读写整合教学的教学设计与教学反思。教学设计遵循“吸引、探究、解释、迁移、评价”五个环节，通过创设真实情境、搭建“内容–语言–结构”三维探究支架，引导学生在阅读理解中积累写作资源，在写作表达中深化文本理解，并辅以多元评价方式，形成较为完整的读写整合教学闭环。教学反思表明，该递进式的教学设计遵循学生认知发展的内在规律，能够有效促进学生写作能力的提升，并对其综合语言运用能力的发展具有积极意义。

Abstract: Adopting the “5E Instructional Model” as its theoretical framework, the paper conducts a teaching design and reflection of the integration of reading and writing teaching with Unit 4 History and Tradition from the PEP (2019) Senior High School English textbook as the teaching context. The teaching design is structured by the five core stages of the 5E model: Engagement, Exploration, Explanation, Elaboration, and Evaluation. By setting up authentic contexts and a three-dimensional exploratory framework of “Content-Language-Structure”, the design enables students to accumulate writing resources through reading, reconstruct textual meaning in their written production, and employs a multi-dimensional evaluation system to form a complete and closed loop for the integration of reading and writing teaching. Teaching reflection demonstrates that this progressive teaching design is consistent with the inherent rules of students’ cognitive development. It can also effectively enhance their writing ability and exert a positive influence on the development of students’ comprehensive language using ability.