职前教师对课堂教学中应用 5E 教学模型的看法

摘要

本研究考察职前教师对在课堂教学中应用 5E 教学模型的态度与认知。研究采用描述性现象学取向，以某三年制教育学本硕连读专业的职前教师为对象，通过半结构化访谈收集资料。研究发现，多数职前教师认可 5E 模型在提升学生参与度与概念理解方面的教学价值，但同时对其实际操作层面表达了顾虑，包括课时紧张、课程进度要求以及资源有限等。上述结果表明，有必要通过针对性的专业发展与支持体系，帮助未来教师有效实施 5E 模型。本研究建议教育实践者关注学生的个体差异，提供个性化的支持与指导，并鼓励学生成为自主学习者。此外，本研究对教师教育的课程设计与教学实践亦具有重要启示。

Abstract

This study investigates the attitudes and perceptions of prospective teachers toward the integration of the 5E model in classroom instruction. Utilizing a descriptive phenomenological approach, data were collected through semi-structured interviews from a sample of prospective teachers admitted to a 3-year Int. B.Ed-M.Ed teacher education program. Findings indicate that while most prospective teachers acknowledge the pedagogical value of the 5E model in enhancing student engagement and conceptual understanding, several express concerns related to its practical implementation, including time constraints, curriculum demands, and limited resources. These insights underscore the importance of targeted professional development and support systems to prepare future educators for effective 5E model implementation. This study suggests that educational practitioners address the issues of individual differences, provide personalized support and guidance, and encourage students to become self-directed learners. Further, the study has great implications for teacher education curriculum design and instructional practices.