5E教学模式下GenAI赋能高中英语教学的框架设计与案例研究
Designing a GenAI-Assisted Framework for Senior High School English Teaching Based on the 5E Instructional Model: A Case Study
摘要: 生成式人工智能(GenAI)作为教育数字化转型的重要驱动力，正推动英语教学发生深刻变革。然而，其在赋能教学的同时，也带来了认知依赖风险和潜在人际疏离等问题。基于社会文化理论，本研究以5E教学模式(参与、探究、解释、迁移与评价)为框架，提出了人工智能与高中英语教学深度融合的实施策略，并结合教学实例，阐述了该策略在推动学生开展深度学习的具体实践路径。本研究旨在为一线教师开展GenAI辅助英语教学提供可借鉴、可操作的教学框架与实践参考。
Abstract: Generative artificial intelligence (GenAI), as a key driver of digital transformation in education, is bringing about profound changes in English language teaching. However, while empowering instructional practices, it also poses challenges such as the risk of cognitive dependency and potential interpersonal alienation. Grounded in sociocultural theory and structured around the 5E instructional model (Engagement, Exploration, Explanation, Elaboration, and Evaluation), this study proposes implementation strategies for the deep integration of GenAI into senior high school English teaching. Through illustrative teaching cases, it further demonstrates practical pathways through which these strategies facilitate students’ deep learning. This study aims to provide frontline English teachers with an actionable instructional framework and practical guidance for integrating GenAI into English teaching.
文章引用：吴茹萍. 5E教学模式下GenAI赋能高中英语教学的框架设计与案例研究[J]. 教育进展, 2026, 16(10): 1931-1940. https://doi.org/10.12677/ae.2026.16102304

参考文献

[1] 中共中央 国务院印发《教育强国建设规划纲要（2024－2035年）》[EB/OL]. 2025-01-19.
https://www.gov.cn/zhengce/202501/content_6999913.htm, 2026-06-18.
[2] 教育部等五部门关于印发《“人工智能+教育”行动计划》的通知[EB/OL]. 2026-04-10.
http://www.moe.gov.cn/srcsite/A16/s3342/202604/t20260410_1433240.html, 2026-06-18.
[3] 曲鑫, 颜欢. 人工智能赋能外语教育研究热点与趋势分析(2014-2024) [J]. 外语电化教学, 2025(4): 39-46+106.
[4] 韩竹梅. 人工智能赋能初中英语阅读教学的基本形式与进阶策略[J]. 教学与管理, 2026(10): 60-63.
[5] 孔蕾. “人机-人际协同”外语教学模式构建[J]. 外语教学与研究, 2026, 58(1): 108-120.
[6] 中华人民共和国教育部. 普通高中英语课程标准日常修订版(2017年版2025年修订) [S]. 北京: 人民教育出版社, 2025: 3, 149.
[7] 吴成军, 张敏. 美国生物学“5E”教学模式的内涵、实例及其本质特征[J]. 课程·教材·教法, 2010, 30(6): 108-112.
[8] Bybee, R.W. (2009) The BSCS 5E Instructional Model and 21st Century Skills. National Academies Board on Science Education, 5-8.
[9] 李明远, 陈明翠. 学科核心素养视角下的英语阅读5E教学模式实践研究[J]. 基础外语教育, 2019, 21(5): 62-67+108.
[10] Vygotsky, L.S., et al. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 54-57, 88-90.
https://doi.org/10.2307/j.ctvjf9vz4
[11] Deci, E.L. and Ryan, R.M. (2000) The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227-268.
https://doi.org/10.1207/s15327965pli1104_01
[12] Swain, M. (2000) The Output Hypothesis and Beyond: Mediating Acquisition through Collaborative Dialogue. In: Lantolf, J., Ed., Sociocultural Theory and Second Language Learning, Oxford University Press, 97-114.
[13] Ausubel, D.P. (2000) The Acquisition and Retention of Knowledge: A Cognitive View. Kluwer Academic Publishers, 146-180.
[14] Lave, J. and Wenger, E. (1991) Situated Learning. Cambridge University Press, 78.
https://doi.org/10.1017/cbo9780511815355
[15] 霍力岩, 赵清梅. 多元智力理论的评价观及其对学生发展评价的启示[J]. 比较教育研究, 2005, 26(4): 45-50.
[16] Ogle, D.M. (1986) K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading Teacher, 39, 564-570.
https://doi.org/10.1598/rt.39.6.11
[17] 李冬青. ChatGPT支持下的人机协同产出导向法教学设计[J]. 外语教育研究前沿, 2024, 7(4): 58-64+95-96.
[18] 胡亦文, 张智义. 运用“5E”教学模式开展高中英语学科德育[J]. 中小学英语教学与研究, 2025(2): 52-56.
[19] 付美叶. 基于5E模式的初中英语读写整合教学探究[J]. 中小学外语教学(中学篇), 2025, 48(7): 45-50.
[20] 曾竹筠, 薛会仙. 问题链驱动的英语5E阅读教学[J]. 中小学外语教学(中学篇), 2024, 47(10): 31-35.

为你推荐