5E教学模式在高中英语阅读教学中的实践探究——以人教版2019年版必修一Unit 4 Reading and Thinking板块教学为例

A Practical Study of the 5E Instructional Model in Senior High School English Reading Teaching—Taking the Reading and Thinking Section in Unit 4 of Compulsory Book 1 (2019 Edition, PEP) as an Example

摘要: 传统高中英语阅读教学长期受限于教师主导模式，存在忽视学生自主探究能力培养的弊端。文章以建构主义理论为支撑，探究5E教学模式(吸引、探究、解释、迁移、评价)在高中英语阅读教学中的实践，以人教版2019年版必修一Unit 4 Reading and Thinking板块为教学案例，系统设计并实施涵盖5E各阶段的教学活动，包括情境创设、小组合作、推理探究和多元评价等环节。结果显示，该模式显著提升了学生的课堂参与度与自我探究能力，为高中英语阅读教学提供了以学生为主体的有效路径。

Abstract: Conventional approaches to senior high school English reading instruction have long been dominated by teacher-centered paradigms, which inherently limit the development of students’ autonomous inquiry skills. Supported by constructivist theory, this paper explores the application of the 5E instructional model (Engagement, Exploration, Explanation, Elaboration, and Evaluation) in senior high school English reading classrooms. Taking the Reading and Thinking section of Unit 4, Book 1 (2019 edition, PEP) as an example, it systematically designs and implements teaching activities corresponding to each phase of the 5E model, including situation creation, group cooperation, reasoning inquiry, diversified evaluation and other links. The results show that this model has significantly improved students’ classroom participation and independent inquiry ability, providing an effective student-centered approach for senior high school English reading teaching.