An Experimental Study Of The Effect Of Emotional Picture Book Teaching On The Emotional Understanding Ability Of Mentally Retarded Children

Emotional understanding ability is an important part of child’s emotional ability.which refers to children’s understanding of the causes and consequences of their own and other people’s emotions,and use this information to produce appropriate emotional response ability to self and others.As a kind of social emotional ability,the level of development of emotional understanding affects the development of individual related ability,which has an important impact on the development of children’s mental health,the establishment of peer relationships,and the improvement of social communication ability.Therefore,it has become a good indicator of individual development and social adaptation.Preschool and younger children are in the critical period of emotional development,and the emotional development of mentally retarded children is significantly behind that of ordinary children.There are many factors affecting the ability of emotional understanding,such as children’s cognitive level,the development level of psychological theory,the frequency of parent-child emotional communication,the expression and regulation of teachers’ emotions,and the interaction and interaction of peers.Because of the low cognitive ability,the lack of flexibility in thinking and the slow development of language,the emotional understanding ability of mentally retarded children is quite different from that of ordinary children.Looking back on previous studies,the investigation of emotional understanding ability of mentally retarded children is mostly focused on the evaluation of development level and the relationship with psychological factors,but there are few intervention studies on the emotional understanding ability of mentally retarded children.Therefore,according to the emotional characteristics of mentally retarded children,this study uses the advantages of intuitive,interesting and vivid picture books to explore the impact of emotional picture book teaching on the emotional understanding ability of mentally retarded children,in order to improve the emotional understanding ability of mentally retarded children.This study firstly uses the literature research method to analyze the research status of emotional picture book teaching and emotional understanding ability of mentally retarded children,and then through interviews to understand the cognitive level,emotional characteristics of the research subjects,as well as the suitability of picture books applied to mentally retarded children,Finally,The advantages of picture book teaching combined with the emotional characteristics of mentally retarded children,choose the appropriate emotional theme picture book,and develop an effective emotional picture book teaching program.On this basis,the research aims to explore two aspects.On the one hand,Individual tests are used to test the emotional understanding ability of all the subjects.and it compares the difference of emotional understanding ability between mentally retarded children and ordinary children.On the other hand,the experimental group of mentally retarded children is taught by emotional picture books,and the influence of emotional picture book teaching on the emotional understanding of mentally retarded children was analyzed.According to the experimental needs and the undisturbed interference of the experimental environment,the mentally retarded children are randomly divided into the experimental group and the control group,There is no emotional picture book teaching in the two groups before the experiment.At the end of the experiment,the statistical analysis of the test results of the two groups was performed.The results of this study has found:Firstly,The emotional understanding ability of mentally retarded children lags behind that of ordinary children with similar intelligence,The results show that,in general,the average children’s emotional understandingability and seven dimensions are higher than those of mentally retarded children,and there is significant difference in "emotional understanding of external factors".Secondly,mentally retarded children and ordinary children have similar characteristics in basic emotional expression recognition,and the recognition of positive emotions in both groups is higher than that of negative emotions,and it is most easy to identify happy emotions.The recognition rate of four basic emotions of ordinary children from high to the end is happy > Sad > Angry > fear,which is consistent with the relevant research at home and abroad,The recognition rate of mentally retarded children’s emotions from high to low is happiness > sadness > fear > anger,which is slightly different from that of ordinary children in the recognition of negative emotions.Thirdly,The experimental group of mentally retarded children was taught with emotional theme picture books.The two groups were tested before and after emotional comprehension.The results showed that there was no significant difference in each dimension of emotional understandingbetween the two groups.There are significant differences between the two groups in the total score of the emotional understandingtest and each dimension.The differences are manifested in the total score of emotional comprehension,the emotional understanding of external factors,the understanding of emotional hints,and the understanding of moral emotions.Fourthly,The difference scores before and after the test in the experimental group were higher than those in the control group.There were significant differences in the task of emotional understanding between the experimental group and the control group.The study showed that the experimental group had a significant improvement in the total score of emotional understanding,the recognition of facial expressions,the understanding of external factors and emotional hints,and the recognition rate of sad and angry negative emotions had been improved,which indicated that emotions had a significant difference.Picture book teaching plays a certain role in promoting the development of emotional understanding ability of mentally retarded children.Fifthly,The study shows that the total score of emotional understandingand the post-test scores of each dimension in the control group are slightly higher than those in the pre-test,but there is no significant difference.The belief-based emotional understandingis lower than that in the pre-test.It shows that there is no significant difference in the emotional understandingability of the control group under the experimental treatment of the non-emotional picture book teaching.This study puts forward the following suggestions: First,making full use of the picture book rich in emotional social content;second,strengthening social interaction among mentally retarded children;third,advocating for the emotional expression of family members.