随着第8次新课程改革在全国范围内展开，教师能不能切实按照新课程要求正确处理探究活动与知识讲授的关系，已经成为新课程改革能否成功实施的关键性问题。有研究表明，“5E”教学模式符合新课程理念，可以帮助教师将这些理念更好地融入实际教学中，改善教学效果，有利于新课程改革的成功推行。本研究先系统地梳理“5E”教学模式的理论基础、起源、发展、内涵及特征，并以此为依据制定关于“5E”教学模式的调查问卷和课堂观察记录表；再以北京市某重点中学的物理、化学和生物教师为研究对象，调查他们日常教学中是否使用“5E”教学模式以及多大程度上使用该教学模式的特定要素。结果发现，绝大多数该重点中学的物理、化学和生物教师没有听过或不清楚“5E”教学模式，但他们的教学理念与“5E”教学模式基本一致，并且在日常教学中已经较多地使用“5E”教学模式的特定要素，甚至有老师在课堂教学中完整使用了全部特定要素。这说明在一些类似的重点中学，教师们可能在部分地或全部使用“5E”教学模式，“5E”教学模式具有在我国中学推广的实际基础。不过，受课程内容、教师、教学时间和教学环境等因素限制，“5E”教学模式在我国中学应用尚不普遍。如何让我国中学教师有意识在课堂教学中应用“5E”教学模式，成为今后研究需要进一步解决的问题。

With the 8th new curriculum reform promoted in the whole country, whether teachers can handle the inquiry activities and knowledge instruction correctly in accordance with the requirements of the new curriculum, has become the key question to succeed in carrying out the new curriculum reform. It has been proven that, the 5E instructional model which meets the idea of the new curriculum reform, can help teachers teach according to the idea, and improve teaching effectiveness, which is conducive to the implementation of the curriculum reform.In this study, we analysis systematically the theoretical basis, origin, development, connotation and characteristics of the 5E instructional model at first, which is the foundation to develop the questionnaire and classroom observation record sheet on the 5E instructional model; then, we ask the physical, chemical and biological teachers in a key high school in Beijing, whether they use the 5E instructional model and the extent to use specific elements of the model in the daily teaching. It is found that, most of the physical, chemical and biological teachers in this key high school, do not hear or know the 5E instructional model, which their teaching ideas is consistent with, and have mostly used specific elements of the 5E instructional model, even some teachers have used all the specific elements in a class. As it shows, teachers in some key middle schools as this school have used some or all elements of the 5E instructional model, and there is the basis to promote the 5E instructional model in our middle schools.However, because of the course content, teachers, teaching time, teaching environment and other factors, the 5E instructional model is uncommon in our high school. How we can make teacher in our country be conscious of using 5E instructional model in teaching, is the key problem to solve in the future.