The Practical Application of 5E Teaching Method in English Reading Teaching

According to the seventh lecture of Xia Hui.

First, the background and connotation of 5E teaching method

How much do you know about 5E teaching method?

How much do you know about "5E" teaching mode?

What do you expect to know about the "5E teaching model"?

What do you know about "5E teaching mode" after reading the preview materials?

What is the background of 1.5E teaching method?

The theoretical basis is the constructivist theory based on "pre-concept"

Participation (introduction), research, explanation, refinement (application) and evaluation (can I understand this: introduction, exploration, explanation, application and evaluation)

Inquiry: Students have a preliminary experience and inquiry into natural phenomena.

Concept introduction (explanation): teachers introduce new concepts (or terms) on the topics they have learned.

Conceptual application (refinement): Students use terms and apply concepts in new situations.

Complicated; Detailed; Numerous and detailed; Elaborate production; Detailed plan; To complicate; Gorgeous; Elaborate production; Carefully crafted; Detailed explanation of intransitive verbs; Elaborate in detail.

2. Basic connotation of "5e teaching method"

5E teaching model consists of five interrelated and interactive parts, namely, participation, exploration, explanation, elaboration and evaluation. There is a close logical relationship between these five parts. It is named after the initial letter of each step is "E", also known as "Five Rings Education Model".

Participate (stimulate interest)-explore (explore construction)-explain (summarize)-explain (expand application)-evaluate (consolidate evaluation)

Input: on the basis of understanding students' existing background knowledge and concepts, ask questions, create cognitive conflicts, create scenarios, and guide students into a new learning state;

Inquiry: under the driving of learning tasks (questions), sort out the learning texts and collect evidence of questions;

Explanation: Teachers (students) explain key questions on the basis of study, understanding and inquiry, and students use new knowledge to construct scientific and rigorous explanations and answer initial questions or tasks;

Elaboration: students use what they have learned in class to understand and solve new problems in new situations;

Evaluation: Test and evaluate students' new level of knowledge understanding and ability by performing tasks or appropriate exercises. (My understanding: The reason why E teaching method is adopted in English class is because it attaches importance to its role in highlighting students' dominant position. Especially in the explanation part, it is not only the teacher's explanation, but more importantly, the students themselves. The teacher's role is mainly to build scaffolding, set questions and be a good guide, that is, a guide. This should also be the integration of 5E teaching method and English activity concept, and pay more attention to the level of students' activities. )

In the process of participation, students' knowledge background can be understood with the help of preview sheets, and teachers can ask correct questions according to the intersection proposed by Suhomlinski. It's not an ordinary import.

Who collects the evidence of the problem? Students should know what their problems are. There are two steps, which I found on the preview list. One is that after working with the group, I found it controversial and had different understandings.

The explanation must be in class, not on display. When you switch to English class, you should show the questions that the teacher thinks are key, even the questions on the preview list. Big problems, or confusing problems to show. It should be displayed in complete sentences of new knowledge.

5E teaching method pays attention to the explanation of how level, and the six-element activity view pays attention to what level.

Problems needing attention in "5E teaching method" (teacher's behavior matching this stage)

Participation: cultivate students' interest and make them curious; Ask questions and understand the students' pre-concepts (the choice of intersection is the key)

Inquiry: encourage students to cooperate with each other on the basis of independently completing tasks: observe and listen, record and clarify key issues; Put forward inquiry questions and point out the direction of the task; Give students time to think and assume the role of student learning consultant (who explores? The teacher's question setting is gripper)

Interpretation: Encourage students to explain the answers to questions in their own language; Ask the students the source and reason of their answers and ask them to clarify the questions. Explain students' unclear concepts and problems in a standardized way; Let the students think according to the existing materials (who explains? Teachers' ability to ask questions, students learn by doing)

Extension (transfer) requires students to explain concepts and problems logically and normatively; Encourage students to use or expand concepts and skills in the new environment; Remind students to adopt different explanations; Expand innovation (practical activities)

Evaluation: Observe when students finish new tasks or exercises; Assess students' knowledge and skills; Understand the students' learning situation; Find the basis for students to change their ideas or behaviors; Encourage students to evaluate themselves, reflect and summarize. (Who evaluates and how to evaluate? )

Second, the practical significance of 5E teaching method in reading teaching

Thirdly, the practical application of 5E teaching method in specific courses.

My reflection:

First, the confusion of discourse types.

For the "reading" of language skills, the fifth grade requirement of the 20 1 1 version of the curriculum standard is "being able to read common genres at the corresponding level". However, the requirements for text content in the 2022 edition are more specific and diverse. Taking Grade 3 (Grade 7-9) as an example, the text types include:

1. Daily dialogues and monologues;

2. Narrative (stories, short stories, biographies, fairy tales, etc.). )

3. Explanatory text

4. Practical writing

5. News reports (newsletters, special reports, etc. )

6. Reference books (dictionaries, grammar books, etc. )

7. New media discourse (online media discourse, e-mail, social media information, etc.). );

8. Other discourse types (songs, poems, scripts, advertisements, pictures, tables, weather forecasts, etc.). )

It's not just "narration, discussion and explanation". The second problem brought by the content of the text is that "the classroom design corresponding to each text" should be essentially different. Of course, this is not clear in one or two sentences.

Second, the confusion of three themes and 32 small contexts.