Study On The Strategies Of Junior School Students' Peer-assisted Learning

The boarding school of Co-schooling of Han and Ethnic Minorities provides favorable conditions for students to "study,live together,work together and enjoy together",and increases the opportunities for students of different ethnic groups to communicate and mingle.Peer-assisted Learning is not only an ideal way to change students' learning style,but also an effective way to promote the Inter-ethnic contact,communication and fusion of students from different ethnic groups.First of all,peer-assisted learning provides students with an active,discovery,cooperative and open learning environment,which makes students' initiative and initiative in learning higher,promotes students' self-development,improves students' autonomous learning ability,and lays a foundation for students' lifelong learning.On the other hand,According to the theory of intergroup contact,the process of students' peer mutual learning is also the process of students of different ethnic groups.It can promote students of different ethnic groups to understand each other,reduce prejudice,increase understanding and empathy,and thus promote the communication and integration.between students of different ethnic groups.Therefore,on the basis of clarifying the basic concepts of students' peer-assisted learning,this paper uses group dynamics theory and whole-perspective learning theory to construct the operational framework of students' peer-assisted learning.At the same time,in-depth practice,using interview method,observation method,material collection method to collect data.On the basis of presenting the realistic situation of junior high school students' peer-assisted learning in minority areas,combining with the theoretical framework of students' peer-assisted learning,this paper explores the realistic path for the benign operation of junior high school students' peer-assisted learning in minority areas.In the process of in-depth investigation the research found students' peer-assisted learning of junior high school exists some advantages and problems.For specific performance :First,students have a high willingness to peer-assisted learning,but their cognition of the learning with each other is insufficient.Second,there are a variety of organizational types of students' peer-assisted learning,but the structure of students'peer-assisted learning is unbalanced.Third,students' initiative to participate in peer mutual learning is not strong,and the effect of mutual learning is not obvious.Fourthly,the interpersonal relationship between students of different ethnic groups in the school is very harmonious and united,but there is no material and cultural guarantee for peer mutual learning.Based on this,the research analyzes from four aspects: subject dimension,organization dimension,operation dimension and environment dimension.That found:The main reasons influencing the anomies of students' mutual learning are the hidden dropout of students and the pragmatism culture,the school system norm and supervision management,the interaction level of community members,the material and cultural environment of the school.In view of the above problems,the research puts forward the following countermeasures and suggestions:First,schools should pay attention to the dynamic support system as operating conditions.Second,teachers should pay attention to the intermediary and elements in the learning process.Third,schools should strengthen the creation of an environment for students to study with their peers.In short,this study is not only a strategy study of peer mutual learning for junior high school students in ethnic minority areas,but also a way to explore the communication and integration of students from different ethnic groups.