本研究旨在探究当前低年级普通儿童对残障儿童的态度现状和特点，以及探讨在线上残障主题绘本教学对普通儿童对待残障儿童的态度的影响，因而共分为两个子研究。研究一修订了《低年级普通儿童对残障儿童的态度问卷》，研究对象为一、二、三年级的238名普通儿童，通过预测试和正式施测，形成了符合统计学标准的适用于普通儿童的态度问卷；同时探究了绘本教学对低年级普通儿童对残障儿童态度。研究二对小学一、二、三年级的36名学生开展为期3周，共6单元12个课时，每课时40分钟的在线绘本教学活动，采用单组前后测的准实验设计，利用修订后的《低年级普通儿童对残障儿童的态度问卷》、《绘本教学社会效度调查表》收集量化数据，线上反馈及半结构化访谈收集质性资料。综合来看，本研究基本实现了预期的研究目的，并且绘本教学活动获得了学生和家长的肯定，具备良好的社会效度，得出的主要结论和建议如下。

首先，修订的《低年级普通儿童对残障儿童的态度问卷》符合统计学标准，可以用于对残障儿童的态度的测量；低年级普通儿童对残障儿童的态度水平偏正向。性别和接触经历对学生态度无显著影响；三年级学生在消极行为维度得分显著低于一、二年级学生，即态度更为积极。

其次，此次残障主题的在线绘本教学活动可以有效从认知、情感和行为三个维度改善低年级普通儿童对残障儿童的态度；同时绘本教学活动可以在线上开展，其中绘本应该选择优秀、符合教学主题的作品；线上教学要注意组织管理、师生互动、多媒体运用；线上反馈可以采取多种形式。

本研究建议，之后的研究可以对低年级儿童的态度辅之访谈、观察等质性方法深入探究，并结合其发展特点给予他们更多接触残障儿童的机会，传达更多积极的残障观念，以帮助他们更全面地认识残障儿童、改善态度；另外，应为其创建更多融合环境，室内室外创设不同的融合活动，线上线下相结合的方式，增进友谊水平，促进积极态度，助推融合教育质量。

The purpose of this study is to explore the current status and characteristics of primary school children's attitudes towards peers with disabilities, as well as the impact of online disability-themed picture books on primary school children's attitudes towards peers with disabilities. Therefore, it is divided into two sub-studies. Study one revised the " Questionnaire on the Attitude of Primary School Children Towards Peers with Disabilities " to measure the 238 children who were in grade 1-3 towardse. Through pre-test and formal testing, a statistically applicable standard Attitude questionnaire for children was formed; at the same time, it explored the influence of picture book teaching on the attitude of children to peers with disabilities.

Thirty-six primary school students from grade 1-3 participated. This program lasted 3 weeks, including a total of 6 units, 12 lessons, and 40 minutes of each lesson. The study adopted a single-group pre- and posttest quasi-experimental design, and used the revised "Questionnaire on the Attitudes of Primary School Children Towards Peers with Disabilities ", The "Questionnaire on the Social Validity of Picture Book Teaching" collects quantitative data, online feedback and semi-structured interviews to collect qualitative data. On the whole, this study basically achieved the desired research objectives, and the online picture book teaching program has been affirmed by students and parents, and have good social validity. The main conclusions and suggestions drawn are as follows.

First of all, the revised " Questionnaire on the Attitudes of Primary School Children Towards Peers with Disabilities " complies with statistical standards and can be used to measure the attitudes of primary school children towards peers with disabilities; generally children have relatively positive attitudes towards peers with disabilities. Chilren of 3^rd grade had positive attitude on the component of “negative behavior”. However, gender and contact experience had no significant influence on attitudes.

Secondly, the online program has significantly improved the attitudes of participants towards peers with disabilities from the three dimensions of cognition, emotion and behavior. At the same time, picture book teaching program can be carried out online, among which picture books should be excellent and suitable teaching themes; online teaching should pay attention to organization and management, teacher-student interaction, and multimedia applications; online feedback can take many forms.

This paper propose that supplementing qualitative methods such as interviews and observations on primary school children’s attitudes, and combining their developmental characteristics to give them more opportunities to contact peers with disabilities and convey more positive disability concepts, helping them get a more comprehensive understanding of disabled children and improving their attitudes in the future; In addition, this paper also propose that creating more incusive environments for them, different inclusive activities indoors and outdoors, and combining online and offline methods to enhance the level of friendship, promote positive attitudes, and promote quality of inclusive education.