《义务教育体育与健康课程标准（2022 年版）》指出，体育课程的重点应当聚焦于运动能力、健康行为以及体育品德培养。传统体育教学模式存在着以教师为主体、学生学习兴趣不足等问题，“5E”教学模式能够进一步增强教师的教学效果、提高学生体育学习兴趣与学习效果。

本研究使用文献资料法、问卷调查法、实验法及数理统计法对“5E”教学模式在小学花球啦啦操教学中运用效果进行研究。研究在基于文献和调查的基础上，随机选取南京市双塘小学五年级的两个班学生，其中一组为对照组，一组为实验组，对实验组运用“5E”教学模式（参与、探究、解释、迁移和评价）开展花球啦啦操教学，实验干预时长为 12 周，干预结束后测查两组小学生在运动能力维度、健康行为维度和体育品德维度的成绩变化，以考察“5E”教学模式的有效性。最终的实验结果如下：

（1）在运动能力维度，两组学生的个人及集体啦啦操套路测试成绩具有显著性差异，实验组学生在运动能力维度得分具有良好的表现，并且实验结果明显优于对照组。

（2）在健康行为维度，实验组学生在健康行为维度得分表现明显优于对照组。

（3）在体育品德维度，两组学生的体育精神、体育道德和体育品格维度得分具有显著性差异，实验组学生在体育品德维度得分要明显优于对照组。

研究结论如下：

（1）“5E”教学模式可以有效提升小学生的啦啦操专项能力。

（2）“5E”教学模式可以有效促进小学生体育锻炼习惯的养成，提高小学生情绪控制以及环境适应能力。

（3）“5E”教学模式能够使学生形成良好的体育精神，培养良好的体育道德。在运用“5E”教学模式时，应注意：

（1）在小学花球啦啦操教学中应提倡“5E”教学模式应用。

（2）在实施“5E”教学模式之前，要充分考虑学生在课程的认知以及身体素质方面的差异性，根据学情制定目标，从而更好地开展“5E”教学。

（3）教师应了解“5E”教学模式的核心理念，主要解决问题等，并熟练掌握“5E”教学模式的教学流程，设计出符合本校本班学生特点的特色教案，进而更好地将“5E”教学模式带入课堂，同时，应不断增强自己的专业理论知识以及技术水平，以便更好的使用“5E”教学模式开展教学，最终得到理想的教学效果。

（4）开展“5E”教学前要充分考虑学生在课程的认知以及身体素质方面的差异性。

（5）“5E”教学模式的运用对于教师的要求比较高。

According to The Compulsory Physical Education and Health Curriculum Standards (2022 Edition), the focus of physical education courses should be on motor skills, healthy behaviors, and the cultivation of sportsmanship. Traditional physical education teaching models have issues such as teacher-centeredness and a lack of student interest. The 5E teaching model can compensate for the shortcomings of traditional teaching models in many aspects, further enhancing teachers' teaching effectiveness and improving students' interest and learning outcomes in physical education.

This study employed the methods of literature review, questionnaire survey, experimentation, and mathematical statistics to investigate the effectiveness of applying the "5E" teaching model in the teaching of elementary school pom cheerleading. Conducted based on literature and surveys, this study used an experimental approach to randomly select students from two classes in the fifth grade of Shuangtang Elementary School in Nanjing. One group was the control group, and the other was the experimental group. The "5E" teaching model (Engage, Explore, Explain, Elaborate, and Evaluate) was applied to the teaching of pom-pom cheerleading in the experimental group. The experiment lasted for 12 weeks. After the intervention, the changes in the performance of the two groups of students in the dimensions of motor skills, healthy behaviors, and sportsmanship were measured to investigate the effectiveness of the "5E" teaching model. The final experimental results are as follows:

(1) In the dimension of motor skills, there were significant differences in the scores of individual and group cheerleading routines between the two groups. The experimental group performed well in the dimension of motor skills, and the experimental results were significantly better than the control group.

(2) In the dimension of healthy behaviors, the performance of the experimental group was significantly better than the control group.

(3) In the dimension of sportsmanship, there were significant differences in the scores of sports spirit, sports ethics, and sports character between the two groups. The scores of the experimental group in the dimension of sportsmanship were significantly better than the control group.

The conclusions of this study are as follows:

(1) The "5E" teaching mode can effectively improve the cheerleading special ability of primary school students. 

(2) The "5E" teaching mode can effectively promote the formation of physical exercise habits of primary school students, improve their emotional control and environmental adaptability. 

(3) "5E" teaching mode can make students form good sportsmanship and cultivate good sportsmanship.

When using the "5E" teaching mode, attention should be paid to:

(1) The application of the "5E" teaching model should be advocated in the teaching of pom-pom cheerleading in primary schools.

(2) Before implementing the "5E" teaching model, it is necessary to fully consider the differences in students' cognitive abilities and physical qualities, set goals based on their learning situation, and better carry out the "5E" teaching accordingly.

(3) Teachers should understand the core concept and main problems solved by the "5E" teaching model, proficiently master the teaching process of the "5E" teaching model, and design teaching plans that are tailored to the characteristics of the students in their school and class. By doing so, they can better integrate the "5E" teaching model into the classroom. At the same time, teachers should continuously enhance their professional theoretical knowledge and technical skills to better use the "5E" teaching model and achieve ideal teaching results.

(4) Before implementing the "5E" teaching model, it is necessary to fully consider the differences in students' cognitive abilities and physical qualities.

(5) The application of the "5E" teaching model places high demands on teachers.