Based on the constructivist teaching concept

closely aligning with the disciplinary characteristics of administrative law — the coexistence of theoretical abstraction and practical application

and the interweaving of traditional norms and cutting-edge propositions

this paper systematically analyzes the theoretical origin and core functions of the 5E teaching model (Engagement

Exploration

Explanation

Elaboration

Evaluation)

and demonstrates its adaptive value in addressing the dilemmas in administrative law teaching. Taking digital administrative theory as a typical sample

the paper designs a complete penetration path

and constructs a student-centered knowledge self-construction system with cases as carriers

theories as support

and practice as the orientation. Meanwhile

it proposes implementation guarantee strategies from five dimensions: theoretical selection

teacher role

technology integration

ideological and political integration

and resource supply

forming a closed-loop research framework

so as to explore the reform of administrative law classroom teaching.