With the in-depth discussion of the role and mechanism of peer relationship in children's social interaction, and people's understanding of the influence of early bad peer relationship on children's future social adaptation and personality development, children's peer relationship has increasingly become a research hotspot. Children's social behavior characteristics and social cognition are the main factors affecting peer relationship. Social cognition includes strategies and social skills to solve social problems. (Zou Hong,1998) For more than 60 years, researchers have been discussing the relationship between social behavior and children's peer acceptance or social status in peer groups. (Koch,1933; Boivin & ampHyme, 1997) researchers generally support the hypothesis that prosocial behavior is related to peer acceptance and aggressive or destructive behavior is related to peer rejection. (Zou Hong, 1998) Social skills refer to the effective and appropriate interaction with others acquired by individuals through learning in a specific social situation. (Zhou Zongkui, 1996) Many studies at home and abroad have found that the lack of social skills is an important reason for the poor peer relationship of children, so the change of children's peer relationship is mostly based on social skills training.

Social skills training aims to help children with poor peer relations master the necessary knowledge and skills to communicate with their peers through the implementation of intervention plans, thus improving peer relations. (Zou Hong, 1996) Many studies show that social skills training can improve peer relations. (beermann & Furman Gresham Law Firm. Nagel,1980; Ladd， 198 1； Pang, 199 1, doctoral thesis; Rola Chen,1996; Wang Zhengyan, 2000) consulted a large number of documents, and we think that the current research on social skills training has the following characteristics:

(1) Training by various methods, but few methods. To sum up, there are two main categories: first, focusing on the shaping of target behavior, directly training various specific communication skills, including various individual techniques and comprehensive training; Second, focus on the generalization and transfer of social skills, trying to improve social skills at the cognitive level, specifically, training children to "solve interpersonal cognitive problems." (Zhou Zongkui, 1996, Ph.D. thesis) There are various training procedures to improve children's peer relationship, but there are few methods. Few materials can be found, such as Gresham &；; Nader (1980) compared the effects of three methods: example, teaching and example+teaching. (Ogilvy & Mather, 1994) Michelson et al. (1986) compared the effects of social skills training combination with those of "interpersonal cognitive problem solving" and "Rogers indirect therapy" control groups; (Zhou Zongkui, 1995) Wang Zhengyan and others compared the training methods from three research ideas (behavioral training, cognitive training and emotional training). (Wang Zhengyan 2000)

(2) Children with fewer training objects have more research on rejected and neglected children.

Developing social skills training to improve children's peer relationship in foreign countries, most of them take students as subjects, and less children as subjects. Gresham (1985) summarized 33 related studies, and the results showed that 2 1 was a pupil, 1 1 was a preschool child, and 1 was a middle school student. (Ogilvy & Mather, 1994) However, in our country, only Pang (199 1), Rola Chen (1996) and Wang (656) are the experimental studies that try to improve children's bad peer relationship. This also shows from another side that although Pang pointed out in 199 1 that "the current situation of neglecting socially disadvantaged children should be changed", the specific experimental work needs to be greatly strengthened.

Social skills training is mainly aimed at rejected and neglected children, but little attention is paid to contradictory children. Supposedly, all children who can't communicate with peers correctly and well should be helped and guided by adults, so that they can change the status quo and gain various benefits through communication, including promoting their socialization process. And neglected children, contradictory children, are most likely to lose this opportunity of adult guidance. For neglected children, the problems exposed in their daily life and communication are not obvious, which will not cause headaches for adults and will not easily attract the attention of teachers and parents; Moreover, because they tend to behave more obedient and don't make trouble, it is easy for adults to feel more satisfied, which leads to ignoring the work they should do. In addition, we can know from our investigation that (N= 1332) neglected children account for 1 1.56% of the total, which is the highest among neglected, rejected and contradictory children, which further reminds us to pay attention to improving the social status of neglected children. There is little research on children with conflicts abroad, because the proportion is small, and no one in China is involved. Most foreign studies focus on popular, rejected and neglected children, and only a few studies involve contradictory children. It is found that the proportion of contradictory children among primary school students is about 5%. (New 60 MB & Bukowski, 1983) Our survey shows that children with conflicts account for 5.4 1% of the total number of children, which is consistent with the results of foreign research on children with conflicts. Due to the large sample size (N= 1332), it can be said that contradictory children are divided among children. As a type of children's social communication, it accounts for a small proportion, but it has a unique "contradiction" and educational value. Therefore, it is necessary for us to conduct in-depth and detailed research on it.