The Construction and Practice of a Peer-Assisted Learning Model in Practical Training Courses Based on Activity Theory

同伴互助学习作为一种有效的教学策略，在实训课教学中展现出了其独特的优势，但在实际实施过程中仍出现概念化较明显、互助形式与内容缺乏体系化、评价体系缺乏多维性等问题，文章以活动理论作为引领，重构实训课的教学要素，以生产、交换、消耗、分配四个子系统为核心框架，构建了具体的运作机制及多维评价体系，通过具体课程实践验证了同伴互助学习模式的有效性，为教学实践的优化与创新提供了有力支持。Peer-assisted learning, as an effective teaching strategy, has demonstrated unique advantages in practical training courses. However, issues such as excessive conceptualization, lack of systematization in mutual assistance forms and content, and insufficient multidimensionality in evaluation systems still persist during its implementation. Guided by activity theory, this article reconstructs the teaching elements of practical training courses, building a specific operational mechanism and a multi-dimensional evaluation system centered on the four subsystems of production, exchange, consumption, and distribution. Through practical course implementation, the effectiveness of the peer-assisted learning model is verified, providing strong support for the optimization and innovation of teaching practices.