我国第八次基础教育改革中，“提高学生的生物科学素养”被确定为生物学课程的主要目标。国外已有的研究表明美国生物课程研究所（BSCS）开发的5E教学模式能有效地提高学生的生物科学素养。自20世纪80年代以来，BSCS开始在其所编写的课程中构思5E教学模式，并逐步地进行修订，逐渐发展到运用5E教学模式组织整个课程的开发。BSCS运用5E教学模式组织开发的课程在实际使用中得到了广泛的好评，由此5E教学模式逐渐受到各国科学教育工作者的注目。本研究主要采用文献研究法、准实验研究法、问卷调查法和访谈法进行研究。研究主要包括三个部分：① 以BSCS开发《精神疾病的科学》课程为例，分析5E教学模式是如何组织构建课程的。② 对选修该课程的112名学生进行教学实践研究，获知5E教学模式在使学生获得科学概念、转变学生对精神疾病患者的歧视态度方面的有效性。③ 调查学生和教师对课程的评价，评判《精神疾病的科学》教材是否能够作为我国初中生物学选修课程的备用资源。研究结果显示：1.学生知识调查表每道题的后测正确率都高于前测正确率，学生在后测中选择“不确定”选项的百分比明显低于前测，前后测成绩差异极其显著，学生基本掌握了关于精神疾病的核心概念。2.学生对精神疾病的歧视态度研究调查表的后测试题得分的平均分低于前测试题得分的平均分，歧视态度降低，前后测试题得分差异极其显著，学生对精神疾病患者的歧视态度发生了积极的转变。3.通过问卷调查发现：学生认为课程是有趣的、内容新颖、引起他们思考新的问题、他们能轻松的理解每一课所学的内容、理解课上的例子和解释、理解科学信息；学生每一课的学习都成功的达成了本课的教学目标。《精神疾病的科学》教材适宜作为我国初中生物学选修课程的后备资源，供我国中学生在生物学选修课中学习。4.通过教师访谈结果表明：课程促进了教师的职业发展，教师们认为课程内容与现实生活相联系，教学难度适中，每一课的教学都达成了5E教学模式各阶段的制定的教学目标。教师认可在中学开设《精神疾病的科学》生物学选修课程。

The new Biology curriculum focuses on enhancing student's biological scientific literacy in the ongoing basic education reform in China. Many researches support BSCS 5E Instructional Model can enhance student’s biological scientific literacy effectively. Since the late 1980s this instructional model has been used in the design of BSCS curriculum. Now, 5E Model plays an important role in the curriculum development.There are three primary purposes for carrying out this research. The first is to analyze how to use 5E Instructional Model to design a curriculum. The second is to gather evidence to examine the module’s effectiveness in achieving the knowledge and attitude goal about mental illness. The third is to collect information to examine the applicability of this curriculum material in China. It can provide the evidence for using this curriculum supplement in China. The main conclusions are as followed:1．The total scores of the Student Knowledge Survey（SKS）were improved after students studying the module. The percentage of students choosing the “not sure” option decreased after studying. There is significant difference between the pretest and posttest total scores. So the module is very effective in improving students’ knowledge about mental illness.2．The total scores of the Stigma Research Questions（SRQ）were decreased after students studied the module, it means the students’ negative attitude was reduced. There is significant difference between the pretest and posttest total scores. Consequently, the module is very effective in improving the students’ attitude about mental illness.3．The result of the questionnaire-survey and interview indicated that the students appreciated the curriculum. They considered it was appealed to them very much, and the lessons made the students think about many new things and questions, they could understand the examples and explanations. They achieved the objectives of this curriculum. Consequently, this module is applicable for students using in China.4．The professional teachers’ interviews show that they believe the curriculum provides a means for vocational development. Meanwhile, they were confident that they had achieved the goals for every lesson when teaching the curriculum. They felt the module was practicable for biology teachers in China to use.