Experimental Study Of Group Counseling To Improve High School Students Learning Adaptability

The survey has found that the psychological problems affect primary and middle school students, seven of the top ten is about an issue related to learning. Learning psychology in primary and middle school students have a significant influence on your life. The study has found that to learn about the influence of non-intelligence factors on students’ study is also very important. We call these various affects of non-intelligence factor learning adaptability which can affect students’ learning, such as learning motivation,attitude, methods, test techniques, time management and so on. Learning adaptability is an important aspect of students’ life adaptation. The study has found that the students’ learning adaptability is closely related to the students’ mental health conditions. So the related theories of learning adaptability, and the explorations of the training method of learning adaptability, have very strong realistic practical meaning.This article adopts the method of group counseling. It is mainly based on social learning theory. On the basis of the careful research, it designs group counseling program to improve and enhance the students’ learning adaptability, through the mutual collision and communication between students, in the process of before and after8times of auxiliary. Experimental results show that group guidance, based on social learning theory of middle school students’ learning adaptability, effectively improves the students’ learning adaptability. The main results are as follows:1、Experimental group significant difference before and after the test. It shows that the specification of group guidance about learning adaptability effectively improve and enhance the students’ learning adaptability.2、It has a significant difference to the experimental group compared with control group after the test in the dimension of the learning method, especially in learning attitude and habits, learning ability, and total scores.3、The difference is not significant of the track test of the Experimental, compared with that of the control group, in the dimension of methods of learning, but it has a very significant difference in learning attitude and habit, learning ability, and total scores.4、It has a significant difference in learning method dimension to experimental group before and after the test, and has a more significant difference in learning attitude and habit, learning ability, and total scores. Which shows improves and enhances the students’ learning adaptability.5、Experimental track test compared, the difference was not significant in the dimension of methods of learning to that before the test. But there are significant differences in learning attitude and habits, learning ability and total scores. It shows we cannot maintain auxiliary effect on the improvement of the learning method, but the improvement of learning attitude and habit, learning ability can be maintained.6、In general, results on learning adaptability of auxiliary have been achieved this time.