The Practical Research On Peer-assisted Learning In Biology Teaching Of Junior Middle School

It is always the focus of school education to cultivate the ability of students' self-learning and improve their abilities of communicattion and cooperation.As an effective way which is devoting to accomplishing the goal,cooperative learning is quite easy to appear the drawback of exterior jollification so as to influence teaching effect if its organizaton is not appropriate in the classroom teaching.As a special form of cooperative learning,the peer-assisted learning highlights the mutual assistance relationship among members,which is a good supplement to the group cooperative learning.The features of strong activity and exploraton in the biology of junior middle schools have laid the discipline advantages for the implementation of peer-assisted learning.Therefore,the study on the implementation of peer-assisted learning in the biology teaching of junior middle schools is of great significance to improve the effectiveness of students' biology learning.Taking No.5 Middle School of Yantai as research object,the paper studies the practical applications of peer-assisted learning in the biology teaching of junior middle schools.It analyzes the construction of peer-assisted learning in terms of its division principle and standard,the production way,the seating arrangement and the management of the students with good and poor learning ability.Also the paper analyzes the implementation principles of peer-assisted learning in the biology discipline from the aspects of the principles that the teachers should follow during their applying peer-assisted learning and the basic abilities and requirements that the students should have in the peer-assisted learning.Besides,it explores the basic implementation process and individualized evaluation method of peer-assisted learning in the biology discipline.On the basis of the above analysis,the case of biology class is presented.With the method of questionnaire,the article comprehensively analyzes the implementation effect of the peer-assisted learning in the biology teaching of junior middle schools by the specific methods of the difference analysis between pre-test and post-test datas,the T test of the paired samples and the comparison analysis of pre-test and post-test datas.The survey findings show as following: in terms of biology learning interests,attitudes and motivation,the peer-assisted learning plays a role in promoting students' interest,changing their attitudes and enhancing their initiatives.In the aspects of students' cooperation consciousness and cooperation ability,the peer-assisted learning plays a role in improving the students' cooperation consciousness and cooperation abilities.It is conducive to improving students' abilities of expression and communication,cooperation and mutual assistance,and the ability to resolve conflicts and opinions.It is helpful for the students with good learning ability to greatly improve the abilities of expression and communication.Students' self-learning ability is improved but to a less extent compared with that before the peer-assisted learning.As for the role played by students in the peer-assisted learning,the students with good learning ability benefit more from it.There is no significant difference between boys and girls in the implementation of peer-assisted learning.On the whole,the peer-assisted learning is good for students to improve and promote their biology learning.According to the existing problems during the implement of the method,the paper puts forward setting self-learning problems in different level and kinds,guiding the students self-questioning,flexibly using dynsmic management and duly adjusting the role of students with good and poor learning ability in time to perfect its effective application in the biology teaching of Junior Middle School from the characteristics of the peer-assisted learning itself.