1, mild test anxiety: during the pre-test review stage, I don't consider my daily diet and dream more. Afraid of incomplete review, strange, off topic, can't play. I am nervous, flustered, sweaty and inattentive during the exam, but my mind is normal and the exam can be conducted. After the exam, the tension naturally disappeared and returned to normal.
2. Moderate test anxiety: I think more about the test before the exam, feel scared and uneasy, and have fear and worry when reviewing. After studying hard, I still have no self-confidence, insomnia and bad appetite. When answering the question, I was flushed with anxiety, sweating profusely, flustered and short of breath, my heart beat faster, my hands and feet trembled, I was thirsty and urinated frequently, and I was restless. Familiar knowledge is hard to recall.
3, severe test anxiety: for a long time before the test, I was afraid and anxious about the test, and my self-confidence was very poor. And various physiological diseases caused by mental stress, such as headache, insomnia, dreaminess, neurasthenia, indigestion, loss of appetite, diarrhea, bad temper and so on. Excessive tension, panic, fear, confusion and dizziness, blank mind, and even collapse or shock.
The degree of students' anxiety can be tested by the test anxiety self-rating scale.
Thirdly, according to students' different test anxiety levels, different psychological counseling methods are adopted for counseling.
(A) through the form of psychological lectures, correct students' cognition of test anxiety with mild anxiety.
Students do not have a correct understanding of exam anxiety. When they are a little nervous about exams, they feel that for students with mild anxiety, they have a correct understanding of exam anxiety. Through school psychological lectures and other forms, let all students know what exam anxiety is, its manifestations and causes, and how to alleviate it. And let students know that it is normal to have a certain degree of psychological tension and anxiety during the exam. There is an inverted "U" relationship between anxiety and learning, and there is an optimal period of test anxiety. When it is at this value, the test effect is the best; Too much or too little anxiety will affect learning efficiency. If students don't care about exams, have no attitude and no sense of tension, they will be lazy, will not actively review exams, and it will be difficult to get good grades. High anxiety often leads to the inhibition of brain activity, inflexible psychological response, and the exertion of psychological abilities such as perception, memory and thinking affects test scores. So anxiety is unnecessary.
(2) Relieve the anxiety of some students with moderate anxiety through group counseling.
For students who have moderate anxiety after passing the exam anxiety test, we can post recruitment posters at school to recruit more than 10 group consultant members. Based on the principle of students' voluntary participation, the purpose is to let the advisory members know their unreasonable understanding of the exam, so as to alleviate the exam anxiety.
Activity plan:
I watch the exam
1, fill in the form of "thoughts before, during and after the exam", and the result of my thoughts "before, during and after the exam".
2. Group discussions and exchanges divide members into two groups. Each member talks about his or her own ideas and possible results, and then other members help him or her find unreasonable understanding.
3. The group summarized all the unreasonable understandings of the group members and used them in the next activity.
4, psychological teacher summary.
(c) Providing individual counseling for students with severe anxiety.
Some students are in a state of high anxiety for a long time, and various discomforts will appear in their bodies, which will lead to symptoms such as muscle tension, headache, shoulder and back pain, dysphagia, weakness of limbs, palpitation, blurred vision, tinnitus, dizziness, nausea, vomiting, stomachache and neurasthenia. Being in a state of high anxiety for a long time, they always think that things are terrible, worry that things are hopeless, and often adopt a negative way of thinking, endangering mental health, making their mood unstable, worrying all the time, and even committing suicide. Such students need individual psychological counseling alone.
Step 1: Many students always feel anxious before the exam, for example, what if they are in poor health during the exam? ..... We suggested that he concretize his anxiety and question himself. After finding the negative self-awareness, we must challenge these negative self-awareness, which is mainly carried out through self-argumentation. This is a key step in self-confidence training. Self-argumentation is to analyze and debate the unreasonable elements in negative self-consciousness. It is mainly to point out that these negative self-consciousness are unrealistic and unnecessary, to clarify the harm caused to individuals, to clarify the attitude that should be adopted in the future, to eliminate negative self-consciousness, to keep yourself relaxed and worry-free, to overcome exam anxiety, and to play their level normally in the exam.
For example, "I have a hunch that I will fail the exam."
Self-argument: Is this worry necessary? Actually, it's not necessary I have been reviewing carefully according to the teacher's requirements. Although my talent is not high, as long as I prepare well before the exam, it is entirely possible to do well in this exam, so don't worry at all. Is this worry harmful? Of course, there are also many disadvantages, which will relax the fighting spirit, divert attention and disturb the mental state. If we don't rule it out early, we will make a big mistake. What attitude should I take? It must be clear that the first task at present is to review well, be full of confidence, and do all the preparatory work in a down-to-earth manner. This is the attitude we should adopt. In addition, the exam situations that can make students anxious are arranged from weak to strong according to the stimulus intensity. For example, the situation near the exam review → the situation the day before the exam → the situation before preparing to enter the examination room → the situation before entering the examination room to answer questions → the situation when answering questions, and so on.
Step 2: Use imagination for desensitization training. Starting from the lightest situation, imagine the specific details, environment and one's inner experience in the situation as detailed and lifelike as possible. When you feel anxious, relax with muscle relaxation until the anxiety is eliminated. Then go to the training of the next situation. And so on until you no longer feel nervous when you imagine the final situation.
The third step: the cultivation of self-confidence. The root of students' anxiety lies in their lack of confidence in the exam. Improving students' self-confidence can maintain the excitement of candidates, enhance their enthusiasm and consciousness in learning, and improve their attention and reaction speed.