Research On The Application Of Peer-Assisted Learning In Geography Extracurricular Learning Of Senior Three

Under the guidance of the new round of basic education curriculum reform and the geography curriculum standard of senior high school,the national basic education has not only ushered in a new view of knowledge,but also ushered in a change of the view of learning development.The new concept of learning pays special attention to the development of students.It emphasizes that teaching should take students as the main body and guide students to develop in situational learning through self-determination,cooperation and inquiry.Based on the student-centered"Peer-Assisted Learning" model,it conforms to the new curriculum concept and is conducive to changing students'learning style.Applying this model to" extracurricular learning" can make up for the lack of classroom learning,effectively adapt to individual differences,and implement the teaching principle of teaching students in accordance with their aptitude.In view of the fact that student-student interaction can not be carried out naturally and smoothly in practical teaching.It is clear that"Peer-Assisted Learning"needs to be organized and guided by teachers,emphasizing three important principles of peer matching:voluntary,complementary and flexible.Thus we redefine the existing concept of "Peer-Assisted Learning".Specifically,through voluntary registration and teacher's organization,14 pairs of students were coordinated as the research object.From the two forms of after-class concentration and after-class autonomy,combined with the characteristics of geography and different learning stages,different contents of mutual assistance were designed and the"Peer-Assisted Learning",experiment was carried out.After one semester experiment,combined with pre-test and two post-test as monitoring,the test effect of"average difference test'was tested on students.The results showed that Peer-Assisted Learning had a significant promoting effect on academic achievement,learning motivation and self-efficacy,but Peer-Assisted Learning had no significant influence on learning interest.