Research On The Practice Of Peer Assistance Learning In Junior Chemistry

Based on the concept of deep learning,expert thinking and complex communication skills are the key to future talent development.The traditional classroom teaching model is not conducive to both the deep internalization of knowledge and the formation of thinking and ability development.Peer-to-peer learning has been widely used in the field of education and teaching,yet it is relatively little used in junior high school chemistry.This study is based on the future development of students and the practice of peer-to-peer learning,with the aim of improving students’ academic performance while laying a solid foundation for the formation of expert thinking and the development of complex communication skills.This study used literature research method to sort out relevant literature to provide reference for the practice of this study;used questionnaire survey method to investigate students’ satisfaction with peer-to-peer learning and the effect of peer-to-peer learning practice;conducted interviews with three students of different achievement levels to understand the changes of students’ questioning and reflective thinking and communication skills after the practice.In this study,the experimental class and the control class were selected,the experimental class carried out peer learning,and the control class carried out traditional teaching,and the teaching practice was carried out for four months.Through practice,the following conclusions are obtained: First,peer learning effectively improves students’ academic performance.In this study,the class with slightly lower grades was selected as the experimental class,and the class with higher grades was selected as the control class,and the students’ performance was analyzed from five aspects: excellent rate,good rate,pass rate,low score rate and average score.In the offline classroom teaching practice test,the excellent rate,good rate and average score of the experimental class all exceeded that of the control class,and the gap between the pass rate and the control class was also significantly reduced,and the low score rate was also greatly reduced.In the online teaching practice test,the good rate,pass rate,and average score of the experimental class all exceeded that of the control class,and the low score rate was lower than that of the control class.Secondly,peer-to-peer learning stimulates students’ interest in learning and enhances students’ self-efficacy.Through classroom observation,students in the experimental class were more active in answering questions in class than before practice,which showed that the peer-to-peer learning mode could stimulate students’ interest in learning and enhance students’ self-efficacy.Finally,peer-to-peer learning promotes the development of students’ questioning and reflective thinking,and improves students’ communication skills.Through the collation of interview records,students’ communication skills have been significantly improved.Through the collection of peer assessment worksheets,students’ questioning and reflective thinking is gradually developing.