A Study On Reciprocal Peer Tutoring To Improve Peer Interaction Ability Of Children With Mental Retardation

Peer interaction ability is the sum of individual ability to perceive,adapt,regulate and deal with peer relationships in games,learning and other activities,and is an important way for individual socialization.As an important part of interpersonal communication ability,the development of peer interaction ability affects the individual's social development.Children with mental retardation are accompanied by social skills defects,which bring adverse effects on their peer interaction and integration into society.Mental retardation itself has a negative impact on the development of language,cognition,emotion and movement of children with mental retardation,and is obviously limited in social communication and other adaptive behaviors,which is the main reason affecting the development of communication ability and not conducive to the development of socialization.The improvement of peer interaction ability is helpful to get rid of self-centeredness,enhance individual emotional support,promote the development of social behavior and social cognition,and further contribute to the improvement of social communication ability.Reciprocal peer tutoring is a cooperative learning mode.Students can conduct interactive tutoring and teaching during learning,which is beneficial to increase learning motivation and enhance learning interest.It provides students with sufficient and timely feedback and equal opportunities for interaction,increases the experience of peer interaction,and promotes students' positive emotional experience.Reciprocal peer tutoring is an important way to improve the peer interaction ability of children with mental retardation.In retrospect,there are few empirical studies on improving the peer interaction ability of children with mental retardation,and most studies have theoretically explored the promotion strategy.Aiming at the characteristics of reciprocal peer tutoring,such as equality,cooperation,interactivity and interest,this study adopts reciprocal peer tutoring to improve the peer interaction ability of children with mental retardation,in order to achieve good improvement results.In this study,four children with mental retardation in grade seven of a special education school in Chongqing were selected as the research objects.On the basis of combing relevant studies at home and abroad,the author compiled a questionnaire on the needs of improving the peer interaction ability of the research subjects,determined the needs of improving the peer interaction ability of the research subjects,further designed the reciprocal peer tutoring plan to improve the peer interaction ability of children with mental retardation through the implementation and adjustment of the teaching plan.Methods for collecting data in this study include literature review,observation,and interviews..The main conclusions of this study are as follows:(1)Reciprocal peer tutoring helps to improve peer communication skills children with mental retardation.Through the research results,we can find that the ability of students have improved in different aspects and degrees.Most of the students have improved in the use of polite language,ways to help students,ways of communication,and initiative in communication.(2)Reciprocal peer tutoring helps to promote the relationship between peers.In the process of developing reciprocal peer tutoring,peers should demonstrate,ask questions,assist,evaluate and encourage each other,which provides more opportunities for communication between peers.Through close interaction among peers,the relationship of these peers has been improved.(3)The choice of teaching content affects the teaching effect of reciprocal peer tutoring.From the perspective of the improvement of the interaction ability,the students have better teaching effects in common skills,such as using polite words,apologizing to students,taking the initiative to join the game and inviting students to join the game.There is less room for improvement in skills such as praising peers and expressing feelings which are less frequently used.(4)The degree of mastery of peer guidance skills affects the improvement of peer interaction ability.In the trial teaching activities of peer interaction guidance,due to the individual's poor mastery of some guidance skills,the degree of improvement of peer interaction ability is not good.With the progress of guiding skills,peer interaction ability has been relatively well improved.This study proposes the following suggestions based on the research results.Firstly,establish a peer support system to create a good communication environment;secondly,provide individualized support to promote positive emotional experience;finally,create a supportive educational situation and provide sufficient opportunities for interaction.