| With the development of social development in the new era,people pay more attention to the level of scientific literacy of junior high school students,and peer factors also serve as hotspots for people.In many teaching methods,peer-assisted learning stand out.China’s education department has also introduced a series of policy systems,which require the importance of peer-assisted learning and the scientific literacy level of students,so as to give play to the main role of students in the classroom,improve their scientific literacy level,and enable primary and junior school students to have the social development needs,character and ability.Although the research on peer-assisted learning at china and abroad has been quite effective,there are not many studies related to the scientific literacy of junior school students.Therefore,this study aims to study the status quo of peer-assisted learning and its relationship with students’scientific literacy,in order to link peer-assisted learning with science subjects,Help students to conduct peer-assisted learning in scientific study,Cultivate students’ self-directed learning awareness,thereby enhancing students’scientific literacy and promoting the quality of science education.The author first conducted a literature review.Based on a certain theoretical basis,the questionnaire was designed,and the eighth-grade students of Z City XX Middle School were selected as the survey subjects to investigate the actual situation of peer-assisted learning in scientific study or activities.At the same time,the scientific literacy assessment paper is used to understand the students’scientific literacy level.Then,the school teachers were interviewed by relevant parties to understand the teachers’views on peer-assisted learning and students’scientific literacy level.After collecting and entering relevant data,this study used a variety of data analysis methods to analyze the actual situation of peer-assisted learning in the scientific related activities of the research subjects,and focused on the correlation between the factors of peer-assisted learning and the level of scientific literacy of students.The subjects did not have a clear gender bias when selecting peers,but the number of peers was generally small and the sources were concentrated;The peer-assisted learning time was longer and the frequency was higher,but the scope was narrower;The participation and concentration of students in peer-assisted learning are good,but the interest in learning needs to be improved;The strategy of peer-assisted learning is generally good,and the simple interaction is good but it is difficult to lead to deep thinking and resonance.At the same time,in the author’s multiple peer-assisted learning factors,in addition to the number of peers and peer gender,peer sources,peer-assisted learning strategies,learning interests,interactions,learning time,participation,learning frequency,learning scope,and concentration all have a significant impact on the level of student science literacy.Finally,draw conclusions,and based on the results of the survey and analysis and a large amount of literature,some suggestions were made to the science teachers of the school:science teachers should pay attention to peer-assisted learning,improve students’scientific literacy level;create a good atmosphere and enhance student peer-assisted learning interests;establish learning role models,improve students’overall scientific literacy;rational grouping,improve students’mutual aid learning awareness;combine teaching content reasonably to select teaching content,improve peer-to-peer learning efficiency;optimize evaluation methods and enhance students’ enthusiasm for learning. |
