An Intervention Study Of Drama In Education In Improving High School Students Peer Relationship

Interpersonal relationship is the most important social relation of middle school students,and middle school stage is an important period for developing interpersonal relationship andsocial skills. At this stage, their dependence on their parents and teachers’ psychology andemotion increasingly dwindle. Comparatively speaking, they tend to establish good partnerrelationships with peers. Peer relations are the main aspect of middle school students’interpersonal relationships. Research shows that healthy and normal peer relation is theguarantee of individual physical and mental health development, especially playing a veryimportant role in their personality, social cognition and social adaptation ability. Therefore, itis of great significance to improve middle school students’ peer relationship.At present, domestic intervention studies of middle school students’ peer relationshipgradually increased, but the target groups are mainly college students and children, and mostof the researches on middle school students’ peer relationships are still in the theoreticaldevelopment and research level. The purpose is to investigate the validity of Drama inEducation in improving middle school students’ peer relationship and seek the effective waysto improve and enhance students’peer relationships.In this study, senior one students of Lanzhou27th high school are tested. By recruitingmembers with motivation to enhance and improve peer relationship, and further screeningwith scale, the target members, which are divided into control group and intervention group,are ultimately determined. Drama in Education as the main theoretical basis and mainlythrough questionnaires, observation, interviews and other methods, the researcher combinesthe subject’s physical and mental characteristics with intervention goals, set intervention planand implement intervention programs on the intervention group members. Finally, theresearcher makes a comprehensive assessment of intervention effect by combining dataanalysis, process observation recording, self-evaluation and others’ evaluation.Research conclusions: After the intervention of Drama in Education, the aggregatescores and each dimension scores of questioned intervention group are significantly lowerthan scores before intervention. According to observation records, self-assessment and others’assessment, The tested intervention group have improved significantly in peer relationshipcorresponding behavior and language, indicating that the tested intervention group hassignificantly improved and upgraded in peer relationship; Control group subjects has nosignificant difference before and after peer relationship questionnaire, and there is nosignificant improvement and enhancement in peer relations with time going. The studysuggests that Drama in Education have significant effect in enhancing and improving high school students’peer relationship.