Research On The Influences Of Peer Review On Junior High School Students’ Information Technology Learning Motivation

As the internal driving force to promote students’ development,learning motivation can make learning behavior continue.Information technology learning motivation is the embodiment of learning motivation in the discipline field,and is the source of motivation to stimulate and maintain information technology learning activities.In the new era of educational reform,which attaches importance to the integration of learning and evaluation,peer review takes students as the main body of evaluation,promotes students’ learning in the process of evaluation,and provides favorable conditions for the development of students’ learning motivation.It is necessary to apply peer review activities to information technology teaching,so as to achieve a good effect in promoting motivation for information technology learning,and to understand the causes and effects of the impact.Based on the analysis of a large number of documents and materials,this study summarizes the current research status of peer review and learning motivation,and defines related concepts such as peer review,learning motivation,and information technology learning motivation.Determine the theoretical basis for peer review and learning motivation,and based on this,design a peer review activity model to promote learning motivation,which includes three stages:pre-activity analysis,review activity design,and activity process design,and elaborate on each stage in detail.In order to ensure that peer review activities can be better applied to information technology teaching,a peer review activity model based on design to promote learning motivation is used for activity design.Taking the information technology course of junior high school as an example,three classes from the same junior high school were selected,and two classes were used as experimental classes to implement mutual evaluation anonymous evaluation and real name evaluation.The control class used traditional teacher evaluation methods to collect data generated by students during the activity process.After the practice was completed,the data was analyzed using text clustering method,content analysis method,machine learning algorithms,etc.The research results show that peer review can have a positive impact on junior high school information technology learning motivation,and the impact has an effect on the internal of the student group to produce three more obvious clusters.The overall motivation level of students in category 1 is higher than the overall average,the overall learning motivation level of students in category 2 is lower than the overall average,and the internal motivation level of students in category 3 is higher than the overall average,while the external motivation level is lower than the overall average.Different evaluation methods have different effects on students’ information technology learning motivation,and there are gender differences.The specific performance is that the anonymous evaluation method can play a positive role in the overall learning motivation,but in the internal motivation dimension,boys are challenging dimension and girls are enthusiastic dimension;In the dimension of external motivation,boys focus on interpersonal competition while girls focus on relying on others’ evaluation.The positive impact of real-name evaluation on internal motivation is better than external motivation.In the dimension of internal motivation,boys are challenging dimension while girls are challenging dimension and enthusiastic dimension;In the dimension of external motivation,girls focus on interpersonal competition dimension.In terms of peer review comments,by analyzing the focus of peer review comments and constructing a framework for comment content,encoding all comments,analyzing the changes and proportions of different types of comments,and analyzing the adoption of comments by student groups with significant improvement in information technology learning motivation before and after the activity in peer review activities,it is concluded that among the three dimensions of comment adoption,cognitive comments have the most prominent positive impact on information technology learning motivation,especially guidance and suggestion comments,followed by meta-cognition comments,and emotional comments have the least positive impact on learning motivation.