| In the context of the difference of educational resources and the increasingly fierce social competition,the anxiety phenomenon of school-age children in China is quite common,which has gradually become the focus of research in all sectors of society.Previous studies have shown that anxiety will affect the allocation of individual cognitive resources,damage the ability of individuals to process information irrelevant to tasks,and the ability to switch attention between different tasks,which not only affects students’ physical and mental health,but also hinders their academic development.Taking learning anxiety as the starting point,this study explores the relationship between learning anxiety,attention and academic achievement of primary school students in grades 4-6 through questionnaire measurement and statistical analysis,and then carries out appropriate curriculum intervention on students’ learning anxiety.Based on previous studies,this paper carried out the following two studies: In the first research,796 primary school students in grades 4-6 in Fujian Province were tested by "Learning Anxiety Questionnaire" and "Concentration Test",and then adopted SPSS 26.0sorted out and analyzed the collected effective data,explored the relationship between learning anxiety,attention and academic achievement.In the second research,40 fifth grade students in Zhangzhou City,Fujian Province were selected as subjects,and they were divided into experimental group and control group.The subjects in the experimental group were intervened for eight weeks by using the activity course based on painting games,and the control group was given the routine psychological course with learning as the theme.Before and after the course intervention,the two groups were measured with the scale of learning anxiety and attention respectively.The final research results show that:（1）Most primary school students in grades 4 to 6 are at a medium level of learning anxiety,and the gender difference is not significant,but there are significant differences in grades.（2）The attention of pupils in grade 4 to 6 has no significant difference in gender dimension,but the grade difference is significant.（3）The learning anxiety of pupils in grade 4 to 6 has significant negative correlation with attention and academic achievement;Attention is positively correlated with academic achievement.（4）The attention of pupils in grades 4 to 6 plays a mediating role between learning anxiety and academic achievement.（5）Compared with the control group,the level of learning anxiety in the experimental group was significantly reduced and the level of attention was significantly improved,but there was no significant change in academic achievement of the experimental group. |
