Advancements in Natural Language Processing technology present significant opportunities to enhance student learning through peer tutoring. While there is substantial research on the effectiveness of peer tutoring in learning science, few studies focus on the lesson preparation stage of peer tutoring. This study utilizes Semantic Web technologies to organize tutoring maps, aiming to develop an innovative learning artifact to address this research gap. Adopting a design-based research methodology, this study first provides a literature review regarding the application of semantic technology in education and peer tutoring preparation. Subsequently, a tutoring map application based on a semantic database is developed, encompassing the organization and storage of tutoring lesson plans using Resource Description Framework (RDF) technology, and the querying and feedback on lesson plan quality based on SPARQL Protocol and RDF Query Language (SPARQL) technology. This paper describes the theoretical basis and design rationale by which student tutors’ learning is improved through structured tutoring preparation. This includes enhancing cognitive and meta-cognitive abilities in designing learning activities, raising questions, anticipating answers, and providing guidance responses to incorrect answers. The paper concludes with recommendations for educational researchers and practitioners. Future research will focus on empirical studies of peer tutoring in scientific fields to verify the validity and adaptability of the design, further facilitating peer learning by tutoring and collective knowledge building.