The Application of 5E Instructional Model to English Reading Teaching in Senior High School

Authors

  • Yuqi Zhang

DOI:

https://doi.org/10.54097/fq904264

Keywords:

5E Instructional Model; English Reading Teaching.

Abstract

English reading skill is one of the basic language skills in senior high school students’ English learning, which plays an important role in cultivating students’ English subject core competencies. Different from the traditional English teaching mode, 5E instructional model emphasizes the subject position of students in teaching, consequently stimulating students’ reading interest and enhancing students’ reading level. Thus, the paper attempts to apply 5E instructional model to English reading teaching in senior high school, hoping to provide a new reference for teachers’ English reading teaching.

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References

Bybee, R. W., & Taloy, J. A. (2010). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Science & Children [J], 51-60.

Bybee, R.W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children [J], 51(8), 10-13.

Eisenkraft, A. (2003). Expanding the 5E Model: A proposed 7E model emphasizes “transfer of learning” and the importance of eliciting prior understanding. The Science Teacher[J], 70(6), 56-59.

Ministry of Education of the People’s Republic of China. (2020). New English Curriculum Standard for Senior High School (2017 Edition, 2020 Revision) [M]. Beijing: People’s Education Press.

Piaget, J. (1970). Principles of Genetic Epistemology [M]. New York: Columbia UP.

Rogers, C. (1983). Freedom to Learn for the 80s [M]. Columbus: Merrill Publishing Company.

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Published

12-07-2024

Issue

Section

Articles

How to Cite

Zhang, Y. (2024). The Application of 5E Instructional Model to English Reading Teaching in Senior High School. Academic Journal of Science and Technology, 11(3), 194-197. https://doi.org/10.54097/fq904264