The Research On Theoretical Construction And Practical Strategy Interpretation Of Peer Tutoring

The unique inclusive education practice in China is known as "Learning in the Regular Class"(LRC). LRC served as a supplement for the deficient special education school system. All laws and statutes related to special education have confirmed the pattern of China's special education service as "Separate schools constitute the 'backbone'of the system, and a large number of special classes and learning in regular classrooms serve as the'body'". In the middle 1980s, the practices of LRC were developed to promote the universal compulsory education. For the time being, the scale of LRC has expanded. However, the education quality of LRC remains in an low level. Currently, the primary task of LRC is to improve the quality of education. An systematic supporting system including policies making and execution, teacher training, resource room building and education center reinforcement is progressing. Besides, practical instructional strategies in the context of LRC remains to be explored. Only a few studies have made theoretical explanation on the strategy of peer tutoring. As a strategy which has been proved efficient, peer tutoring should be deliberately explained. Otherwise, It is important to explore how these instructional strategies work in the LRC environment.There are 3 major parts of this article:The first part summarized (1) effects of peer tutoring on tutor and tutee, (2)effects of peer tutoring in different content areas, (3)whether peer tutoring would be effective in an inclusive environment form empirical studies. The second part (1)make theoretical explanations by using theories of motivation and social cognitive, (2)illustrate the exists role theory, (3)fully illustrate the mechanism of peer tutoring. The third part aims to evaluate how and to what extent program characteristics contribute to the outcomes of peer tutoring and summarize an practical model for the LRC.