A Practical Study Of Group Work On Alleviating Moderate Test Anxiety Of Senior High School Students

The reform of Liaoning college entrance examination has met the personalized learning needs of students and paid attention to the all-round development of students.However,the change of learning content and examination form has also increased the examination pressure of senior high school students,resulting in an increase in the number of students’ examination anxiety.Students with appropriate mild test anxiety can help to improve learning motivation and learning efficiency,but a higher degree of anxiety will reduce learning efficiency and academic performance.Especially for students with moderate test anxiety,if they do not intervene in time,they are likely to develop into severe test anxiety and suffer from "test anxiety disorder".Through the method of group work,this study conducted an intervention study on 8students with moderate test anxiety in Y senior middle school in Tieling City.Firstly,through the research methods of questionnaire,interview and participatory observation,this paper understands the current situation of students’ moderate test anxiety in Y senior middle school and finds that the causes of students’ moderate test anxiety internal reasons such as students’ wrong cognition of the test,high target expectation,self-confidence caused by poor self-regulation ability,lack of stress relief skills and knowledge reserve,learning skills and test taking strategies;And external reasons such as family education mode,school and social environment.Secondly,based on the cognitive behavior theory and social support theory,combined with the mental health teachers of the school,the author designs seven group activity schemes and four post group assignments according to the needs of students with moderate test anxiety,and gives full play to the group strength through the mode of "group activity + homework practice".Successfully achieve the group work intervention goal of "reducing students’ moderate test anxiety level,improving their mental health level" by helping team members establish reasonable cognition,master relaxation methods to alleviate anxiety,improve learning and test taking skills,and enhance self-confidence.Finally,combined with the methods of process evaluation and result evaluation,conduct an overall and comprehensive evaluation of group activities,so as to judge the effectiveness of this group intervention.By comparing the data before and after the intervention of the group members,it is found that the total score of the post-test of the group members is lower than that of the pre-test,and this change is statistically significant.This study shows that group work intervention based on cognitive behavior theory and social support theory can alleviate senior high school students’ moderate test anxiety.However,due to the limited subjective and objective conditions,this study still has some deficiencies: for example,the intervention mode is relatively single,the time allocation of group intervention is unreasonable,the activity design is not deep enough,the social workers have less practical experience,the ability needs to be improved,and so on.