The Experimental Study Of The Role Play In Developing First Grade Children's Classroom Scholastic Self-supporting

Objective: To explore the effect of role-play with the theme of classroom scholastic self-supporting on first-grade children's classroom scholastic self-supporting.Methods: This study employs the experimental designing mode of the experiment-group and the control-group before and after experiment training.The first grade children are taken as the research object,role play as independent variable and classroom academic self-supporting behavior as dependent variable.A comprehensive questionnaire method,observation method,and interview method were used to select 24 subjects in the first grade of a primary school,including 12 in the experimental group and 12 in the control group.The research is divided into three phases:1.Pretest phase(1-4weeks): select the members of the experimental group and control group.Considering that first-grade students need a period of time to adapt to the school life at the beginning of the semester,questionnaire was used to conduct the test in the fourth week of the semester,and the experimental group and control group members were finally determined based on the observation of researchers in the first three weeks and the recommendation of the head teacher.2.Intervention phase(5-12weeks): implement role play intervention program during the 8-week intervention period.The experimental group received role-play intervention twice a week for 40 minutes.When the experimental group received the intervention,the children in the control group had their own play activities or lunch break,and the time and frequency were the same as those in the experimental group.3.Post-test and follow-up phase(13-15weeks): Post-testing is performed one week after the end of the intervention,and follow-up testing is performed two weeks after the post-testing.Both the post-test and the follow-up test used the same measurement tools as the pretest to evaluate the classroom academic self-supporting behavior of the students in the experimental group and the control group.Results:(1)the compare within groups showed that the pretest score of the experimental group was significantly lower than the post-test score and tracking score(F=55.63,P < 0.001),and the pretest score of the control group was also significantly lower than the post-test score and tracking score(F=38.85,P < 0.001).(2)the comparison among groups showed that the experimental group had significantly higher scores before and after the test(t=4.04,P < 0.05)and the difference between the pretest and tracking scores(t=3.32,P < 0.05)than the control group.After adjusting the level of academic independence before intervention,the analysis of covariance showed that the post-test score(F=15.33,P < 0.01)and tracking score(F=10.32,P < 0.01)of the experimental group werealso significantly higher than those of the control group.Combined with the above results,it shows that the intervention is effective and the intervention effect is maintained to some extent.Conclusion: Role play with the theme of classroom scholastic self-supporting can improve the level of first-grade children's classroom scholastic self-supporting.