An Experimental Study On The Influence Of Teachers' Emotions On Typical Children's Acceptance Of Autistic Children

Good peer relationships can promote the self-development of autistic children and help them build a sense of security.Studies have found that typical children hold a negative attitude towards autistic children on the whole,and autistic children have a low level of peer acceptance and are easily rejected by typical children.The authority of teachers as students can exert an important influence on their peer relationship to a large extent.Students who are liked by teachers will be praised by other peers.On the contrary,students who are not liked by teachers will not be liked by other peers either.At present,there are few studies at home and abroad on the influence of teachers on typical children's acceptance of autistic children,and there are even fewer studies involving emotional characteristics such as teachers' facial expressions and voice.Moreover,no existing studies have adopted experimental methods to measure them.Therefore,this study used an experimental method to explore the influence of teachers' emotions on typical children's acceptance of autistic children from two aspects of teachers' facial expressions and emotional speech.The research is divided into three experiments,the research subjects are all from a primary school in Xuzhou City,the fifth grade typical students.In Experiment 1,different types and intensity of teachers' facial expressions were used as experimental materials to explore the influence of teachers' facial expressions on typical children's acceptance of autistic children.In Experiment 2,different types and intensities of teachers' emotional speech were used as experimental materials to explore the influence of teachers' emotional speech on typical children's acceptance of autistic children.In Experiment 3,teachers' facial expressions and emotional speech with different emotional types and intensities were used as experimental materials and superimposed at the same time to explore the influence of teachers' facial expressions and emotional speech on typical children's acceptance of autistic children.The results of experiment 1 showed that the acceptance of children with autism was significantly higher in the condition of positive emotion than in the condition of negative emotion,while the emotional intensity of teachers' face had no significant effect on the acceptance of children with autism;The results of Experiment 2 showed that the acceptance of children with autism was significantly higher in the condition of teachers' verbal positive emotions than in the condition of teachers' verbal negative emotions,while the influence of teacher's verbal intensity was not significant;The results of Experiment 3 showed that when teachers' facial expressions and emotional speech were superimposed at the same time,there were extremely significant differences in the acceptance degree of typical children to autistic children under different emotional types of teachers,and the influence of teachers' emotional intensity on the acceptance degree of typical children to autistic children was not significant.Based on the results of three experimental studies,it can be concluded that teachers' facial expressions and emotional expressions have an impact on the acceptance of children with autism by typical children,and teachers' emotional types significantly affect the preference and acceptance of typical children with autism,while teachers' emotional intensity has no effect on the acceptance of typical children with autism.Therefore,teachers should pay attention to their own emotions when dealing with autistic children,treat autistic children in a positive state and mood,and set an example for other typical children,so as to improve the peer acceptance of autistic children.