本研究选取中重度智力障碍儿童35名，采用量表评定法和观察法，考查中重度智力障碍儿童同伴交往能力及策略状况，旨在了解其同伴交往的特点。同时，随机选择两个班级进行同伴交往能力和策略同质性分析，确立对照组和实验组；在此基础上，设计角色游戏干预方案，对实验班10人进行为期15周的角色游戏干预，对照班10人不做处理；此后，考查实验班和对照班儿童同伴交往能力和策略的变化情况，探查角色游戏的干预效果。 研究发现：（1）8-10岁中重度智力障碍儿童同伴交往整体状况不良，表现出较多的社交障碍和消极同伴交往策略。随着年龄的增长，中重度智力障碍儿童同伴交往能力逐渐增强，同伴交往积极策略的使用逐渐增多。女孩的同伴交往整体能力和策略状况优于男孩。但中重度智力障碍儿童同伴交往的年龄、性别差异均不显著。（2）角色游戏干预后，实验班同伴交往能力的所有维度及同伴交往策略使用状况均优于对照班；干预效果检验显示，实验班同伴交往能力和策略的改善情况均显著或边缘显著高于对照班的改善情况：对交往策略的观察记录发现，随着游戏干预的进行，实验班的同伴交往积极策略越来越多，消极策略越来越少。这说明，角色游戏干预能够提升中重度智力障碍儿童同伴交往能力和策略。 8-10岁中重度智力障碍儿童同伴交往状况较差，与以往研究结论一致，究其原因这可能与智力障碍儿童的社会适应能力有关。随着年龄的增长、教育的作用，中重度智力障碍儿童同伴交往能力虽有发展，但基本维持在一个稳定的水平。与正常儿童一样，女孩的同伴交往状况略优于男孩，这可能与不同性别的儿童倾向于不同的游戏类别有关。 角色游戏干预对中重度智力障碍儿童的作用，究其原因，其一是角色游戏本身具有表演特征、而智力障碍儿童好模仿的特点决定的；其二是教师和学生一起营造的班级环境的作用；其三，设计了科学合理游戏方案，干预过程中灵活调整方式。 基于此，提出以下几个方面的教育建议：（1）智力障碍儿童同伴交往需要教育干预；（2）智力障碍儿童同伴交往具有教育可能性；（3）角色游戏干预应有系统性和灵活性；（4）应注重角色游戏干预的生态环境创设。

This study selected 35 children with moderate to severe mental retardation , using the rating scale and observation, test the peer interaction skills and strategies of children with moderate to severe mental retardation, seeks to understand the characteristics of their peer interaction. Meanwhile, two classes were randomly selected as experimental group and control group to analysis their interaction skills and strategy homogeneity; On this basis, Design role-play intervention plan, and intervened 10 children in experimental class for a period of 15 weeks, not processed for control class 10 children; thereafter, Examine the changes of children’s peer interaction skills and strategy use in both of the two classes, explore the affection of role-play intervention. The study found that: (1) the peer interaction of 8-10-year-old children with moderate to severe mental retardation is in poor situation, showing more social barriers and negative peer interaction strategies. Peer interaction skills of children with moderate to severe mental retardation increased gradually with age, and using more positive peer interaction strategies. Girls’ situation is better than boys’. However, There is no significant difference in age and gender. (2) After role-play intervention, peer interaction skills in all dimension and peer interaction strategy use of experimental class are superior to that of control class; intervention test showed that the peer interaction skills and strategy use of experimental class has improved significantly or marginal significantly, and better than the control class; Observation records on strategy use showed that, with the progress of role-play intervention, children in experimental class are using more positive strategies and fewer negative strategies. This suggest that role-play intervention can enhance peer interaction skills and strategy use of children with moderate to severe mental retardation.Peer interaction of 8-10- year-old children with moderate to severe mental retardation is in poor situation, consistent with previous findings, the reason may be related to social adaptation of children with mental retardation. And with the growth of age and the influence of education, peer interaction skills of children with moderate to severe mental retardation basically maintained at a stable level, although developed. Like normal children, girls’ peer interaction situation is slightly better than boys, which may be related to that children of different gender tend to different kinds of games. The reasons why role-play intervention has effects on children with moderate to severe mental retardation are as follows: first, role-playing games have good performance feature, and children with mental retardation like imitating. Second, the influence of the class environment that created by the teacher and students. Third, a scientific and reasonable game plan was designed, and flexible adjustment was adopted in the process of intervention. Based on this, educational suggestion was put forward as the following aspects: (1) Peer interaction of children with moderate to severe mental retardation needs educational intervention; (2) Peer interaction of children with moderate to severe mental retardation can possibly be educated. (3) Role-play intervention should be systemically and flexibly; (4) Attention should be paid to the ecological environment creation of role-play intervention.