記事詳細：Detailed Article

This article describes the effects of peer discussion and role-playing exercises on self-estimation for risk involvement and crossing behavior on actual roads for higher-grade children of primary school. Higher-grade children discussed children’s road accident situations and ways of communicating with lower-grade children. In role-playing exercises, higher-grade children acted as teachers and actually trained lower-grade children in road-crossing skills. Results of a questionnaire indicated that after peer discussion and role-playing exercises, higher-grade children recognized that they might be involved in road accidents. Observations indicated that higher-grade students tended to cross actual roads more carefully after peer discussion and role-playing exercises. It is necessary to develop a practical scheme for higher-grade children to receive repeated education based on peer discussion and role-playing exercise.