德育的目的在于育人“成人”，友善则是德育的重要目标。作为智力障碍学生重要的生活场域，培智学校德育教学至关重要,友善也应成为培智学校重要的德育内容。本研究以培智学校为研究田野，基于当前培智学校德育教学的基本图景，深描培智学校学生同伴友善品德的具体表现。以此为情境性框架，选择同伴友善主题绘本，通过探究绘本干预对培智学校学生同伴友善品德发展的影响及产生影响的教学模式，从而为培智学校德育教学的开展提供参考和借鉴。
首先，本研究以向阳培智学校为个案，采用质性研究范式，运用访谈、观察和实物资料收集等方法对当前培智学校的德育教学进行情境素描。在学校德育教学的现实背景下，以学校逐光班为个案，勾勒学生同伴友善品德表现的轮廓。这就为之后的绘本干预研究提供了情境框架。
其次，以向阳培智学校中的逐光班为个案，在个案班级中开展以“同伴友善”为主题的绘本干预工作,探究“同伴友善”主题绘本干预对学生同伴友善品德发展产生的影响。在干预的过程中深入探讨影响绘本对学生同伴友善品德发展产生影响的教学模式。
通过深入研究，现得出如下结论：
第一，绘本干预前培智学校学生同伴友善品德表现的现状。（1）一些智力障碍程度较轻的学生对“友善”有着良好的认知判断，但在真实情境中会存在对同伴的不良言语和行为。（2）一些学生对“友善”有着基本的认知和判断，他们虽然不存在问题行为，但较少主动向同伴表现出友善的言语和行为。（3）还有一些学生，他们智力障碍程度较重，缺乏对“友善”的基本判断，而且在真实的班级生活中失去了与同伴进行互动的机会，他们常常面临被边缘化的现实困境。 
第二，培智学校学生同伴友善品德发展的绘本干预过程。从整体上看，培智学校学生同伴友善品德发展绘本干预呈现出阶梯式发展的阶段性过程。在绘本干预中，学生从初始的“对立冲突”阶段逐渐过渡到“被动回应”阶段，并开始走向“主动参与”阶段。
第三，绘本对培智学校学生同伴友善品德发展的影响。（1）学生在与同伴进行互动时，对于同伴的不良言语和行为不断减少，取而代之的是积极的言语行为互动方式。（2）学生开始主动向同伴表现出友善的语言和行为。（3）因自身障碍程度而被边缘化的学生获得了与同伴进行互动的机会，他们逐渐成为班级中真正的一员。（4）学生个体品德友善的发展促进和谐友善班级氛围的形成。

The purpose of moral education is to educate  humans "to be a human", and friendness is an important goal of moral education. As an important life field for students with intellectual disabilities, the moral-education work of the school is very importan, and friendliness should also become an important moral education content in schools. Taking the school with intellectual disabilities as the research field, this research deeply describes the specific performance of the ‘peer friendliness’ of the students, based on the current basic picture of the moral teaching in the school. Taking this as a situational framework, this paper selects picture books on the theme of ‘peer friendliness’, and explores the influence and teaching model of picture-book intervention on the development of peer friendliness among students in the school, so as to provide reference for the development of moral teaching in the school.
First of all, this research takes the intellectual school of Xiangyang School as a case, adopts the qualitative research paradigm, and uses the methods of interview, observation and physical data collection to make a situational sketch of the current moral teaching in the school. Under the realistic background of  moral teaching, taking the school's Zhuguang Class as a case, it shows the specific performance of the friendly character of students' peers. This provides a contextual framework for subsequent picture-book intervention research.
Secondly, taking the Zhuguang Class in as a case, the picture-book intervention work with the theme of "peer friendliness" is carried out in the case class, and the impact of "peer friendliness" theme picture-books on the development of students' peer friendliness is explored. In the process of intervention, the teaching mode that affects the impact of picture books on the development of students' peer-friendly morality is discussed in depth. 
Through in-depth research, the following conclusions are drawn:
First, the realistic picture of the friendliness of peers in the school before the picture-book intervention. (1) Some students with a good degree have good cognitive judgments on "friendliness", but in real situations there will be bad words and behaviors towards their peers. (2) Some students have basic cognition and judgment on "friendliness". Although they do not have problem behaviors, they seldom take the initiative to show friendly words and behaviors to their peers. (3) There are also some students who are more serious, lack the basic judgment of "friendliness", and lose the opportunity to interact with their peers in real class life, and they often face the real dilemma of being marginalized.
Second, the picture-book intervention process for the development of peer-friendly morality among students in the school. On the whole, the picture-book intervention for the development of peer-friendly morality among students presents a staged process of step-by-step development. In the picture-book intervention, students gradually transitioned from the initial stage of "opposition conflict" to the stage of "passive response", and began to move towards the stage of "active participation".
Thirdly, the influence of picture books on the development of peer-friendly morality in Peizhi School. (1) When students interact with their peers, their bad words and behaviors towards their peers are constantly reduced, replaced by positive verbal and behavioral interactions. (2) Students begin to actively show friendly language and behavior to their peers. (3) Students who were marginalized by their degree of handicap were given the opportunity to interact with their peers, and they gradually became real members of the class. (4) The development of students' personal morality and friendliness promotes the formation of a harmonious and friendly class atmosphere.