The Compilation And Application Of The Guidance Manual For The Examination Of The Third - Year Students' Examination And Examination Strategy

In order to extend and expand related researches on group counseling for test anxiety and provide students with empirical evidence of exam psychological adjustment, the study presented in this paper designed a complete set of intervention manual according to the results of investigation on review strategies for tests and the present test anxiety status of Junior 3 students(Grade 9 students), expecting to reduce students’ test anxiety so as to improve their test scores by using the manual.Taking 2016 Junior 3 students(Grade 9 students)from Shiji Jinyuan School Attached to Yunnan Normal University as the research object, through qualitative research, questionnaire survey and experimental design, the study discussed the present status of Junior 3 students’(Grade 9 students’) review strategies for tests and its relationship with test anxiety by utilizing “<Learning Strategies Questionnaire> The Questionnaire of Review Strategies for Tests” compiled and revised by postgraduates studying in the same direction & “Tests Anxiety Test”(TAT) compiled by Zheng Richang. Based on materials from senior psychology professor ’s group counseling work for students who were going to take entrance examinations to colleges and senior high schools as well as record sorting, the study also compiled an effective manual, namely “Test Anxiety Group Counseling Manual for Those Lack of Review Strategies for Tests”, a refined summary of review strategies for tests & psychological adjustment methods suitable for Junior 3 students. At last, using“Test Anxiety Group Counseling Manual for Those Lack of Review Strategies for Tests” and“Test Anxiety Test ”(TAT)compiled by Zheng Rechang to pick out junior 3 students lack of review strategies for tests and with high test anxiety scores, the study verified the effectiveness of the manual through the experimental group- the control group pretest- posttest experimental design The experimental group was intervened with “Test Anxiety Group Counseling Manual for Those Lack of Review Strategies for Tests”, the control group without treatment.Results:(1) There is no significant difference on Junior 3 students’ review strategies for tests in terms of men and women, only child and non-only child, family location, economic status, mother’s education and father’s education level. There is significant difference in terms of family atmosphere. Review strategies for tests and test anxiety has significant negative correlation.(2) “Test Anxiety Group Counseling Manual for Those Lack of Review Strategies for Tests” includes the content of 8 times’ group counseling, 75 minutes each time, 10 to 15 people in each group. The counseling process includes warming-up, homework checking, theme activities and ending activities. Counseling focuses on enhancing students’ review strategies for tests, including review strategies, problem solving strategies, test strategies and memory strategies. It is to change students’ irrational cognition, make them recognize tests and test anxiety correctly as well as work out targeted test plans.(3) After group counseling by using “Test Anxiety Group Counseling Manual for Those Lack of Review Strategies for Tests”, the experimental group’s score on review strategies are significantly higher than that of the control group. The test anxiety score decreased by 11 points compared with the control group, and the academic record is also significantly higher than that of the control group. All the members graded every unit(one unit for one time of group counseling) and the whole session. The scores for each unit are all above 3.5 points. Those who gave the whole session the scores of over 80 points on satisfaction accounted for 92%. After 8 times of counseling, group members mainly harvested learning skillsConclusion: “Test Anxiety Group Counseling Manual for Those Lack of Review Strategies for Tests” provides certain scientific guidance because it can help students lack of review strategies for tests and with high test anxiety scores obtain more review strategies for tests, reduce their test anxiety, and thus improve their test scores.