本文是一篇英语论文，本研究旨在将5E教学模式运用在高中英语的阅读教学课堂，探究其培养学生思维品质的有效性。研究问题具体为：1.基于5E教学模式的英语阅读教学对高中生的思维品质有何影响？2.5E教学模式应用于英语阅读教学对高中生的英语阅读成绩有何影响？
Chapter One Introduction
1.1 Research Background
With the progress of the society,science and technology are advancing rapidly,competition in overall national strength is becoming increasingly fierce.The key tocompetition is talent,and the essence of competition between talent is related to theirthinking ability.Thinking is essentially a process of making connections in the brain.The development of thinking is a long-term process,that is to say,the evolution ofthinking occurs in steps,not all at once.Therefore,we need to be aware of theimportance of thinking and cultivate students’thinking quality.
In 2017,the National English Curriculum Standards for Senior HighSchools(2017 edition)was promulgated by the Ministry of Education.The concept ofcore competences of English subject is summarized as four elements,that is,linguisticcompetency,cultural awareness,thinking quality and learning ability.In other words,it is the first time that ranking the thinking quality as one of the core competences ofEnglish discipline,it goes without saying that it is very important.
English reading classes are one of the most important types of lessons insecondary English teaching and are closely linked to the development of students'thinking quality.However,in the real classroom,the majority of teachers usually usetraditional teaching models and teaching methods,they forget to dig deeper into thecontent of the reading texts and they do not attach great importance to the subjectstatus of students.Such measures are not conducive to the development of students’thinking quality.
1.2 Research Purposes
This study aims to combine 5E teaching model with English reading classes tostudy thinking quality of senior high school students,the purposes can be listed asfollow:
Firstly,this study applies 5E teaching model to English reading classes in seniorhigh school for the reason that designing a new,rational and effective English readingteaching model.To demonstrate the effectiveness of 5E teaching model in Englishreading classes and to change the shortcomings of the traditional teaching model.
Secondly,this study aims to apply 5E teaching model to improve thinkingquality of senior high school students.The purpose is to analyze the impact of 5Eteaching model on the four dimensions of thinking quality,that is,observation andcomparison,analysis and inference,induction and construction,criticism andinnovation.
Thirdly,this study tries to verify whether 5E teaching model applied to Englishreading classes can improve senior high school students’reading performance.It iswell known that reading performance is one of the important ways to test the resultsof English reading.Therefore,it is very necessary to prove its effect on readingperformance.
Chapter Two Literature Review
2.1 Definitions of Key Concepts
In this part,the concept of 5E teaching model,thinking quality,English readingand reading performance is presented,which can provide with an overview of thethesis.
2.1.1 5E teaching model
5E teaching model,A new,complete and practical teaching model,which waspioneered by Biological Sciences Curriculum Study(hereinafter referred to as BSCS)in the United States in the late 1980s.This model is usually referred to the BSCS 5Einstructional model,also known as 5E teaching model.5E teaching model consists offive inseparable stages,which can be listed as follow:engagement,exploration,explanation,elaboration and evaluation.The five stages,beginning with the letter E,are closely related and together form a complete'learning loop',that is to say,acomplete teaching and learning process.
The first stage is Engagement.As the starting point of the whole teaching model,it engages students in their learning task.The main purpose in this phase is to getstudents to maximize their initiative and then actively participate in the learningactivities of the class by creating problem
