新手化学教师教学过程设计的改进是实现新手化学教师专业发展的重要前提之一，也是化学教学过程设计领域的研究热点，而在其中融入新的教学思想和教学模式对新手教师教学过程设计的改进是一种很有效的方式。5E教学模式自提出以来，一直在国际科学教育中具有着重要地位，有研究表明该模式有助于学生学业成就的提升、科学探究能力的发展以及化学师范生自身迷思概念的转变和教学设计能力的发展，那么该模式对新手化学教师教学过程设计的改进是否具有促进作用同样具有研究意义。本研究通过理论分析对国内外关于5E教学模式的本源文献及教学案例进行整合和梳理，深入分析了5E教学模式的内涵和特征，梳理抽提了基于5E教学模式的教学目的和教学任务、基于5E教学模式的教学过程以及评价要点等，这些相关的具体化理论在基于5E教学模式的新手化学教师教学过程设计指导培训中具有重要作用。本研究的实证研究分为5E教学模式促进新手化学教师教学过程设计的改进效果研究和改进过程研究两部分。为探讨5E教学模式是否能够有效促进新手化学教师的教学过程设计的改进，本研究选取不同地区的40名新手化学教师作为研究对象，在新手化学教师群体中开展了4课时的基于5E教学模式的教学过程设计指导培训，在培训中设计了7个主要指导环节，循序渐进帮助新手化学教师能够理解5E教学模式并基于此模式展开教学过程设计，所收集到的研究资料主要包括4个部分——40名新手化学教师在参加培训前的教学过程设计文本、培训后的即时教学过程设计文本、培训结束3个月后的延后教学过程设计文本以及研究对象的访谈记录等，资料分析结果显示5E教学模式能够有效促进新手化学教师的教学过程设计改进；为了细致探查5E教学模式促进新手化学教师教学过程设计改进的具体过程和影响，本研究针对3位新手化学教师展开了为期3个月的个案研究，指导过程主要分为三个阶段，通过对研究对象不同阶段教学过程设计的行为表现、文本对比和访谈分析，抽提概括出了3位新手化学教师在5E教学模式指导下进行教学过程设计时认识层面和行为层面的变化和发展，同时对3位教师在不同阶段教学过程设计具体改进情况的共性和差异做出比较和分析。通过对本研究过程和资料的分析，得出以下研究结论：（1）5E教学模式能够有效促进新手化学教师教学过程设计的改进，且改进效果具有显著性和稳定性；（2）新手化学教师教学过程设计的具体改进来自于各个教学环节设计的改进，而且不同教学环节的改进程度有所差异，比如新手化学教师群体在评价环节的改进程度是较大的，因为其充分关注到了学生对学习理解和探究能力的自我评价等方面；（3）5E教学模式对新手化学教师教学设计行为的改进具有积极影响，但具体改进情况仍受新手化学教师的教学信念、自身对理论的认同和理解程度、教学反思能力及其对所教学生情况认识等方面的影响。

The improvement and development of Novice teachers’ teaching process design have become the common concern area of instructional design and teachers’ professional development, and incorporate new ideas and models in the teaching process design is an effective way to promote the teaching process design. 5E instructional model has an important status in the international science education as it can improve the students’ academic achievement and promote the development of their ability, and whether it can promote the novice teachers’ teaching process design improvement is also meaningful.This study aimed to investigate the guidance and effect of 5E instructional model on novice teachers’ teaching process design. Through theoretical analysis of literature and teaching cases, we constructed several relevant teaching process design models based on the pattern of 5E instructional model and carried out the empirical research.The empirical research of this study was divided into two parts, group study and case study. To figure out whether 5E instructional model will affect novice teachers’ teaching process design, we carried out the group research. In this part, a specific training project of teaching process design based on 5E instructional model was designed for 40 novice teachers. We analyzed pre-texts of their teaching process before the training project and the instant post-texts, and improvement was found to be statistically significant, and the same result was obtained between pre-texts and delayed post-texts. The delayed post-texts’ and instant post-texts’ points were assigned and compared in the same way, and the results obtained showed that there were no statistically significant differences between them which suggesting that 5E instructional model may bring improvement to novice teachers’ teaching process design stably. In order to study how the 5E instructional model influence the novice teachers’ teaching process design deeply, we chosen 3 novice teachers and carried out the case studies which mainly had three stages. In the first stage, we tried to introduce 5E instructional model to the novice teachers by showing them several relevant teaching cases based on this model, and then we gave them chances to revise their teaching process design. In the second stage, the novice teachers were asked to design teaching process based on 5E teaching process design model we constructed. In the third stage, the novice teachers were asked to design the teaching process independently. We collected and compared the different stages’ texts of novice teachers’ teaching process design and interviewed the novice teachers timely. Through the case studies, we found that the detailed process of novice teachers’ improvement and the operational procedure of their teaching process design based on 5E instructional model.The following conclusions were revealed based on the research process and the data analysis.(1) The study found that 5E instructional model had a significant effect on the improvement and development of the novice teachers teaching process design. (2) 5E instructional model influenced novice teachers’ teaching process design though all the sub-phases, and different sub-phases had different improvements. For example, the data showed that the phase of evaluation earned the largest improvement since novice teacher began to not only focused on their evaluation, but also tried to encourage students to assess their understanding and abilities. (3) In general, the novice teachers all experienced three stages of the improvement. Diffident teachers were still different from each other in the process even though their teaching process design was all improved eventually. Over all, 5E instructional model had a positive effect on novice teachers’ teaching process design. While, the improvements were still affected by some factors, like novice teachers' teaching beliefs, their understanding of the theory, their teaching reflection ability and their identification of their students.