The Application Research On 5E Instructional Model For Deep Learning Of English Reading Teaching In Junior High School

Compulsory Education English Curriculum Standards(2022 edition),puts forward that teachers should be committed to creating real situations for students and guiding them to study deeply the thematic meaning conveyed by the discourse,so as to cultivate their core competence in the process of English learning.However,in the traditional middle school English classroom,there often exist or show the shallow learning knowledge,the superficial learning results and other problems.As a student-centered inquiry teaching model,the 5E instructional model conforms to the core competence requirements of the subject and provides a new way to improve and enhance the quality of English teaching.This paper aims to apply 5E instructional model to junior high school English reading classroom,and set eight dimensions of interest,motivation,involvement,application,analysis,synthesis,evaluation and learning results based on the three fields of cognition,emotion and action in Bloom’s goal classification theory,so as to verify its effectiveness in promoting the deep learning of English reading in junior high school.This paper is mainly based on the following two hypotheses:(1)5E instructional model can improve students’ interest in English reading.(2)5E instructional mode can promote students’ English application ability.Two classes in Grade Eight of S School in Meishan City,Sichuan Province were selected as experimental subjects to carry out a four-week teaching experiment.Class Three of Grade Two is the control class,which adopts the conventional teaching mode in English reading teaching.Class Four Grade Two is an experimental class,which adopts 5E instructional mode in English reading teaching.Data were collected by questionnaires and interviews,and were analyzed in depth through a combination of quantitative research and qualitative research.The results show that the English reading teaching design based on the 5E instructional model can promote the deep learning of English reading of junior middle school students to a certain extent,which is manifested in the following aspects:significantly promoting the learning interest and learning engagement of students in the emotional field,and the application ability,analytical ability and comprehensive ability of students in the cognitive field.Students’ learning motivation in the emotional field,evaluation ability in the cognitive field,and learning outcome in the motor field were improved to a certain extent,but there was no significant promoting effect.Based on this,this paper combined with the five stages of "engagement,exploration,explanation,elaboration and evaluation" of the 5E instructional model,and proposes some suggestions to promote the deep learning of junior high school students’ English reading: First,in the engagement stage: enrich course resources and combine current events.Second,in the exploration stage: design teaching activities based on the concept of English learning activities,set graded questions to stimulate students’ thinking,and set more challenging teaching exploration activities.Third,in the explanation stage: adopt a variety of teaching forms and encourage students to raise questions.Fourth,in the elaboration stage: create a new life situation and integrate multiple teaching content.Fifth,in the evaluation stage: adopt diversified,multi-agent evaluation methods,and positive evaluation,etc.