Aggressive behavior of young children has always existed. In kindergarten, teachers and children will encounter the consequences frequently. However, not all teachers have enough experience and knowledge to deal with children’s aggressive behavior. Children’s aggressive behavior will not only affect the teacher’s curriculum, the relationship between teachers and children, but also the relationship between children. Therefore, the purpose of this systematic review is to provide teachers with interventions that can help young children reduce aggressive behavior while improving peer interaction. ERIC and PsycINFO were used to search peer-reviewed articles since these two databases have articles related to my topic, and data collecting and analyzing were conducted in March and April 2020. By including five relevant articles and summarizing and analyzing the contents of these five articles, it is concluded that there are two types of interventions in kindergartens to reduce children's aggressive behavior while improving their peer interaction. One type includes a method for the social story, which is a short, simple story written from a child’s perspective to provide guidance for appropriate social behavior for children with autism. The other intervention type teaches social skills. The advantage of this systematic review is that it is very practical for teachers because four of the five articles have an effect on aggressive behavior and/or peer interaction This paper analyzes relationships of children's aggressive behavior and does not include other elements such as children's language ability. In conclusion, teachers need to choose appropriate interventions, because some interventions cannot achieve the effect of reducing aggressive behavior and increasing peer interaction at the same time. / 幼儿的攻击行为一直都存在。在幼儿园时，由于教室里有不止一个的幼儿，教师更是会频繁的遇见这一情况，然而并不是所有的教师都有足够的经验和知识来应对幼儿的这一行为。幼儿的攻击行为不仅会影响教师的课程，教师与幼儿的关系，还会影响幼儿之间的关系。因此本文献综述的目的是给教师提供能帮助幼儿降低攻击行为的同时提高同伴互动的干预计划。ERIC和PsycINFO用于搜索同行评审的文章因包含最多与本篇论文主题相关的文献，并在3月和4月进行了数据收集和分析。通过纳入五篇相关文献并对这五篇文献内容的总结与分析得出教师在幼儿园中有不同的方法来减少儿童的攻击行为，促进他们的同伴互动。其中，干预分为两大类，一种是包括了社交故事的干预，另一种是教导学生社交技巧的干预，并且，社交故事的使用频率较高。但是，教师需要选择合适的干预，因为有些干预不能达到减少攻击性行为的同时增加同伴互动的效果。本片文献综述的优点是对于教师来说十分实用，而主要的不足点是只分析了幼儿的攻击行为与幼儿间的关系，并没有分析幼儿的语言能力等能够影响幼儿攻击行为的要素。