1.
A Preliminary Study of the Preschool Peer Communicating Strategy in the Play;
游戏情境中幼儿同伴交往策略的初步研究
2.
On Pal Communication Styles and Emotional Intelligence Features of Children of 5-6 and Intervention Strategies;
5～6岁幼儿同伴交往类型与情感智力特征及干预策略
3.
The Developmental Characteristics of Junior High School Students Social Strategies and Peer Acceptance;
初中生社会交往策略的发展及其与同伴接纳的关系
4.
Peer Interactions Obstacles and Educational Suggestions of Left-behind Junior Middle Students in Countryside;
农村留守初中生同伴交往障碍及教育对策研究
5.
Relationship between Peer Acceptance and Social Strategies in 10～12 Years Old Children
10～12岁儿童的同伴接纳类型与社交策略
6.
The Relationship Among Children's Theory of Mind,Peer Interaction and Parent-child Interaction
同伴交往、亲子交往与儿童心理理论发展的关系
7.
An Experimental Study on the Association Tactics of Young Children in Different Situations;
不同情境条件下幼儿交往策略的实验研究
8.
Tactics for Primary and High School Teachers to Associate with Different Types of Students;
中小学教师与不同类型学生交往的策略
9.
A Study of Interpersonal Relationship Pressure of Different Grades Students and Its Countermeasures
不同年级大学生人际交往压力及应对策略
10.
A Research on the Relationship between Young Children's Theory of Mind and Peer Interaction;
幼儿心理理论与同伴交往关系的研究
11.
Investigating the Characteristics of the Opposite-Sex Contact Among Middle School Students;
中学生异性同伴交往特点的调查分析
12.
On the Characteristics of Young Children s Peer Interaction in Their Free Play;
幼儿自由游戏活动中同伴交往的特点
13.
A Study on the Relationship between Temperament and Children s Peer Relationship;
气质和儿童同伴交往类型关系的研究
14.
The Analysis of Self-revelation in Children′s Peer Interaction;
幼儿同伴交往活动中自我表露的探析
15.
The Making of the Table of the Amount of the Ability to Associate with Partners among the Children Aged 4-6;
4-6岁幼儿同伴交往能力量表的编制
16.
A brief analysis on the educational value of the study method of companion communication in the elementary school;
浅析小学生同伴交往学习的教育价值
17.
The Educational Intervening Study on Peer Communications of Young Children Rejected by Peers
被拒绝幼儿同伴交往的教育干预研究
18.
The Impact of "Left-behind" Experience on Children's Communicative Ability with Their Peers
“留守”经历对儿童同伴交往能力的影响