普通幼儿对特殊幼儿的同伴接纳是衡量学前融合教育质量的重要指标。本研究聚焦融合幼儿园中普通幼儿对特殊幼儿的同伴接纳，采用解释性时序设计的混合研究，首先采用问卷调查对融合幼儿园中特殊幼儿的同伴接纳进行研究。其次，在问卷调查的基础上选取两所融合幼儿园为个案研究对象，采用访谈法、观察法以及实物分析法收集相关资料,深入探究学前融合教育背景下普通幼儿对特殊幼儿同伴接纳的状况、形成过程、影响因素等问题，为后续干预研究提供情境性框架。最后，选取一所具有代表性的融合幼儿园，采用教育戏剧对该个案幼儿园中的大、中、小班的幼儿进行同伴接纳的教育戏剧干预。主要结论如下：

第一，本研究使用自编的《特殊幼儿同伴接纳问卷》研究发现，学前融合教育背景下，普通幼儿对特殊幼儿的同伴接纳包括对特殊同伴的认知、情感、情接触反应以及行为倾向四个维度，该问卷结构合理、模型拟合指标良好，信效度满足研究要求，可以作为测查学前融合教育背景下普通幼儿对特殊幼儿同伴接纳的测量工具；总体上，普通幼儿对特殊幼儿同伴接纳呈现中等水平，未达到高接纳的理想状态；性别因素在学前教育阶段研究对象的同伴接纳水平上没有显著性差异，但女生的接纳水平要略高于男生的接纳水平；普通幼儿在地域分布和年级的变量中存在不同程度的接纳差异。

第二，普通幼儿对特殊幼儿的同伴接纳具有以下特点：（1）普通幼儿在观念上愿意接纳特殊幼儿，但在与特殊幼儿的日常交往中却出现消极的姿势动作、表情与语言等符号，形成了普通幼儿在交往中积极的观念意愿与消极的交往行为之间的矛盾性特征，呈现“知行悖离”的消极接纳状态；（2）在没有教师的要求和引导下，普通幼儿与特殊幼儿之间呈现同伴交往的“小圈子化”特征，并形成了独特的“圈子”文化，特殊幼儿总是被排斥在同伴交往的社交圈之外，接纳状况不理想。（3）在特殊幼儿眼中，普通幼儿总是以“小老师”的姿态“监督”特殊幼儿，导致特殊幼儿不愿意融入普通幼儿集体中，在活动中更倾向于自己一个人，拒绝与普通幼儿互动，并表现出消极的情绪体验，消极情绪体验的原因主要由于难以与他人建立良好的交往关系而倍感孤独。（4）在家长眼中，家长普遍认为普通幼儿与特殊幼儿的同伴交往质量不佳，普通幼儿不接纳特殊幼儿，家长在普特交往中持“无为”态度。

第三，特殊幼儿同伴拒绝的形成过程经历了“不稳定的分层——初步的分化——形成固定的同伴圈子”的过程。在这期间，特殊幼儿的同伴接纳受到四个因素的影响。（1）幼儿园对该问题不重视；（2）普通幼儿对特殊幼儿的理解和认知存在错误概念；（3）教师忽视对幼儿交往进行引导，导致户外自由活动时间成为普通幼儿与特殊幼儿彼此隔离的时间段；（4）家长对同伴接纳不重视，在日常活动中成为普特交往的“障碍”。

第四，教育戏剧对同伴接纳的影响主要体现在：（1）教育戏剧对同伴接纳整体水平具有提升作用；（2）教育戏剧干预帮助特殊幼儿从消极接纳类型组进入积极接纳类型组；（3）教育戏剧干预提升特幼的受欢迎程度；（4）教育戏剧干预减弱班级内同伴网络二级化分布；（5）教育戏剧提升普特幼儿的同伴交往质量；（6）教育戏剧改变教师与家长对幼儿同伴交往的理念。

第五，教育戏剧对同伴接纳的作用机制体现在：（1）通过营造轻松快乐氛围，实施趣味游戏，调和了普特幼儿间消极符号和不平等角色造成的交往紧张状态；（2）问题解决式情景体验和合作探究活动增加普特间的合作与互动，提升了普通幼儿与特殊幼儿交往的技能，逐渐减少同伴交往中的分层、分化与小圈子现象；（3）教育戏剧帮助特殊幼儿获得成功体验，建立信心，并让普通幼儿看到特殊幼儿的优势与潜能，增加与特殊幼儿交往的意愿；（4）学前融合环境是加速了教育戏剧对同伴接纳促进作用的重要性情景因素。

第六，教育戏剧应以一种可持续性发展的模式存在于融合幼儿园的课程体系中。（1）在课堂教学前，教师要全面了解教育对象、选取干预材料、确定活动队形等以帮助幼儿进入戏剧情景；（2）在戏剧活动中，问题解决式戏剧模式、角色表演式戏剧模式和旁白口述式戏剧模式是适合于学前融合教育的戏剧教学模式；（3）戏剧活动结束后，可以通过绘本阅读、领域教学、区角活动等进行戏剧化情景的延伸；（4）教育戏剧在融合幼儿园需要与五大领域教学结合具有两大方式，作为特色课程资源的实践方式和作为整合资源的实践方式。

With the background of inclusive preschool education, the peer acceptance of normal children to the children with special needs is an important index to evaluate the quality of inclusive preschool education. This research concerns on the peer acceptance of normal children to the children with special needs, adopts mixed study with explanatory timing design. Firstly, questionnaire survey is applied to research the peer acceptance against children with special needs in inclusive kindergarten. And secondly, with the base of questionnaire survey, two inclusive kindergartens are selected as the study subjects, applied with interview, observation and physical analysis to collect relevant information and then to explore the current situation, formation process, influencing elements and other topics against normal children’s peer acceptance to children with special needs, in the background of inclusive preschool education. And finally, we selects one typical inclusive kindergarten to have intervention of improving peer acceptance against the children in top class, middle class and bottom class of the selected kindergarten by drama in education. The conclusion of research is as follow:

First,The study used the Questionnaire on Peer Acceptance of Normal Children to Children with Special Needs, and the findings showed that with the background of preschool education, the peer acceptance of normal children to children with special needs includes four aspects by, the cognization to children with special needs, the emotion to children with special needs, reaction when contacting with children with special needs and behavior disposition while communicating with children with special needs. This questionnaire is with reasonable structure, good index on model fitting, and the reliability and validity conforms to demand of research, which could be the measuring tool for surveying the peer acceptance of normal children to children with special needs under the background of inclusive preschool education. In general, the degree of peer acceptance of normal children to children with special needs is in middle level, so the ideal situation of high acceptance is not achieved yet. Gender does not show significant difference on degree of peer acceptance among the study subjects in phase of preschool education. While the girls’ degree of acceptance is a little higher than boys. There were significant differences in geographical distribution and grades of normal children.

Second,The peer acceptance of normal children to children with special needs contains the following features: (1) Normal children are willing to appear a certain of accepting tendency on concept, however they usually show some negative postures and movements, expression, words and other symbols during the daily contacts with children with special needs. It has formed the contradictory characteristics between the positive conceptual intention and the negative communicative behavior in the communication of ordinary children, presenting the negative acceptance state of "knowing and acting against each other".(2) When not required and guided by teachers, the communication between normal children and children with special needs is with feature of “tiny circle of people”, and forms up unique culture of “circle”. Children with special needs are always rejected out of the social circle among peer communication, so the situation of acceptance is not good. (3) In the view of children with special needs, normal children always "supervise" special children in the attitude of "little teacher", resulting in the special children are not willing to integrate into the normal children group, and they prefer staying alone while activity and they do not want to join in the games of group. When staying with group, they are quite negative, as they could not establish good contacts with others so they feel very lonely. (4) In the view of parents, most parents believe the peer communication between normal children and children with special needs is not good, the normal children are not willing to accept children with special needs. However the parents are not aware of the significance of peer acceptance and communication to physical and mental development of children with special needs. They are holding an “irrelevant” attitude on communication between normal children and children with special needs.

Third,The process of peer rejects on children with special needs experiences “unstable layering - - - initial polarization- - - form up fixed friends circle”. During this process, the peer acceptance of children with special needs is impacted by four elements. (1) Kindergarten paid little attention to the peer acceptance. (2) The normal children have incorrect understanding and cognization on children with special needs. (3) The teachers are lack of guidance to communication among children, makes the outdoors activity period to be the period which normal children are separated from children with special needs. (4) The parents are not concerned on peer acceptance of children with special needs, and they are even barrier of the communication between normal children and children with special needs in daily activities.

Fourth,The influence of drama in education to peer acceptance mainly appears on: (1) Drama in education can effectively improve the peer acceptance degree of children. (2) Drama in education intervention helps the children with special needs to enter into active acceptance type from negative acceptance type. (3) Drama in education intervention helps children with special needs to improve their popularity degree. (4) Drama in education intervention can weaken the situation of polarization of friends net in class. (5) Drama in education can promote the peer communication between children with special needs and normal children. (6) Drama in education can change the teachers’ and parents’ concept and guiding method on peer communication.

Fifth,The mode of action of drama in education’s influences on peer acceptance appears on: (1) By creating relaxing and happy atmosphere to formulate funny games, so the tension state of peer communication among children because of negative symbols and unfair roles could be reconciled. (2)Problem-solving situational experience and collaborative inquiry activities increase cooperation and interaction between normal children and children with special needs, and the communication skill between normal children and children with special needs can be improved, the phenomenon of layering, polarization and tiny circle among peer communication can be well reduced. (3) Drama in education helps children with special needs to achieve the experience of being successful, and builds up their confidence. It also shows normal children the advantages and latent energy of children with special needs, so the normal children are more willing to contact with children with special needs. Drama in education use such method of “from external to internal, to solve one by one” to overthrow the barriers between normal children and children with special needs, and eliminates misunderstanding of them. (4)Preschool inclusived environment is an important situational factor that accelerates the role of educational drama in promoting peer acceptance.

Sixth,With the background of inclusive education, drama in education is an effective practicing method to promote the peer communication between normal children and children with special needs, it shall be listed in the course system of inclusive kindergarten in a mode of sustainable development. (1) Before classroom teaching, teachers shall comprehensively know the educational objects, select intervention materials, determine the moving formation, to prepare drama circumstance for current activity. (2) During the process of drama activity, problem solving type drama mode, role playing type drama mode and voiceover stating type drama mode are effective drama teaching mode,which is suitable for preschool inclusive education. (3) After the drama activity, picture books reading, regional teaching, small group activity are good ways to extend the dramatic circumstance. (4) The drama in education has two major methods to combine with five major regional educations in inclusive kindergartens, which are the practical way as characteristic course resource and the practical way as integrated resources.