The Application Of Peer Assessment In Virtual Training At Secondary Vocational Schools

Virtual training is a common means of training students' operation skills in secondary vocational schools.However,there are still some problems in virtual training,such as poor learning motivation,lack of confidence,and lack of reflective thinking ability,which lead to the poor teaching effect of virtual practice.Educators began to actively explore new methods to improve the teaching effect of virtual training in secondary vocational schools.Peer assessment can enable learners to actively learn and reflect in the process of evaluating peers,so as to construct knowledge and develop skills.However,most of the current peer assessment studies are about primary and university education,and few researchers apply peer assessment to virtual training teaching in vocational schools.Therefore,the feasibility and effectiveness of peer assessment in virtual training teaching in secondary vocational schools are worth exploring.The research takes the automobile maintenance course in secondary vocational schools as an example,applies peer assessment in the virtual training of the course,and explores the impact of peer assessment on the virtual training teaching in secondary vocational schools,especially on the learning motivation,self-efficacy,reflective thinking,cognitive load and learning behavior pattern of secondary vocational students.Firstly,the quasi-experimental method is used to explore the effects of peer assessment on the learning motivation,self-efficacy,reflective thinking ability and cognitive load of secondary vocational school students in the virtual training.After that,the lag sequential analysis method was used to analyze the learning behavior patterns of vocational students in virtual training.The results show that peer assessment had a significant impact on the learning motivation,personal self-efficacy and reflective thinking ability of secondary vocational students in the virtual training of vehicle maintenance.It means that peer review can improve the learning motivation,self-efficacy and reflective thinking ability of secondary vocational school students.In terms of cognitive load,peer assessment has no significant impact on secondary vocational students,which indicates that peer assessment will not cause cognitive burden to secondary vocational students.The results of learning behavior pattern analysis show that after peer assessment,the experimental group can reduce the behavior related to seeking help and complete the virtual training of automobile maintenance with the less significant sequence of behavior.This means that the application of peer assessment in virtual training teaching in secondary vocational schools can help secondary vocational students to learn more actively,to be more skilled in the application of knowledge,and to complete skills more smoothly.In conclusion,the research has achieved good results,providing practical case reference for teachers,researchers and policy makers in relevant fields,and has a certain promotion value in the virtual training teaching of secondary vocational schools.