注意是意识对一定对象的指向和集中，注意力指具有注意的一种能力。注意力是人们观察、记忆、想象、思维等各种智力因素的基本前提。注意力可以通过专注训练或兴趣培养从而促使注意力变得更加集中，因此它并非不可控制（赵海楠，2016）。心理学研究表明儿童注意发展有其年龄特点，年龄越小的儿童注意力越差且被动注意占优势，6-12岁儿童主动注意有较大发展且逐渐能将注意与学习相联系，由此可见小学阶段儿童注意力的培养和训练对其学习生活有着非常重要的作用与意义。 本研究主要目的是开发适合小学生心理健康课堂的注意力团体辅导训练方案并验证其效果。研究采用教育实验法，即实验组对照组前后测实验设计，在珠海市某一小学五年级中随机整班抽取3个实验班和1个对照班共200位学生作为被试，通过团体辅导的活动形式，选用感觉通道训练、认知行为训练、正念训练和舒尔特方格训练不同方法编制的3套适合小学五年级学生的注意力团体辅导训练方案对被试进行训练。其中实验班1接受感觉通道训练，实验班2接受认知行为训练，实验班3接受正念训练，对照班不涉及任何注意力团体辅导训练课程。训练时间共计8周，每周1次，1次40分钟（1课时）。实验前后均采用殷恒婵改编的《青少年注意力测验》对4个班级进行了注意力水平测验。 研究结论如下： （1）本研究中3个实验班学生在分别经过以感觉通道训练、认知行为训练以及正念训练为主题的8周注意力团体辅导训练后在注意力总分维度上均得到了显著的提高，这说明了3套注意力团体辅导训练方案均显著提高了小学五年级学生的注意力总体水平。 （2）3套注意力团体辅导训练方案对于注意力低分组的学生提升效果优于高分组学生。主要表现在：对于低分组学生，认知行为训练和正念训练团体辅导均显著提升了其注意力的总体水平，且在注意力稳定性品质上3套注意力训练方案对低分组学生提升均呈显著效果；对于高分组学生，仅正念训练团体辅导显著提升其注意力转移品质及其总体水平。 （3）3套注意力团体辅导训练方案对五年级小学生注意力水平的提升效果，以正念团体辅导训练方案和认知行为团体辅导训练方案较优，其次为感觉通道团体辅导训练方案。

Attention is the direction and concentration of consciousness towards certain objects. The ability to pay attention is called attention. Attention is the basic premise of people's various intelligence factors, such as observation, memory, imagination and thinking. Attention is not uncontrollable, and it can be improved through concentration training or interest cultivation (Zhao Hainan, 2016). Psychological research shows that attention development of children has its age characteristics. The younger the children are, the worse their attention will be and the more dominant their passive attention will be. The children aged 6-12 years have a greater development of active attention and are gradually able to associate attention with learning. Thus it can be seen that the cultivation and training of children's attention in primary school plays a very important role in their study and life. The main purpose of this study is to develop an attention group counseling training program suitable for primary school students' mental health class and verify its effect. Education experiment method was adopted in this study, namely, the experimental group and the control group were measured before and after the experiment.3 experimental classes and 1 control class were randomly selected from fifth-grade primary school in Zhuhai as subjects, totally 200 students. Three sets of attention group counseling training programs suitable for primary school fifth grade students were developed by different methods of sensory channel training, cognitive behavior training, mindfulness training and Schulte grid training. In this study, the subjects were trained by the three sets of attention group counseling training programs through group counseling activities. The experimental class 1 received sensory channel training, the experimental class 2 received cognitive behavior training, the experimental class 3 received mindfulness training, and the control class did not involve any attention training group counseling courses. The training time was 8 weeks, once a week, once for 40 minutes. The four classes of youth attention test, adapted by professor Yin Hengchan, were tested at the front and rear of the experiment. The specific research conclusions are as follows: (1)In this study, the total attention scores of the three experimental classes were significantly improved after 8 weeks of attention group training focusing on sensory channel training, cognitive behavior training and mindfulness training respectively.This indicates that the three attention group tutoring training programs have significantly improved the overall level of attention of primary school students in grade 5. (2)Three group counseling programs of attention training have better improvement effect on students with low concentration than those with high concentration. It is mainly reflected in the following aspects: for low-score students, cognitive behavioral training and group counseling of mindfulness training have significantly improved their overall level of attention, and three attention training programs have significantly improved the quality of attention stability. For the high score students, only the group guidance of mindfulness training significantly improved their attention shifting quality and overall level. (3)To compare the effects of three attention training group counseling programs on improving the attention level of primary school fifth grade students: The group counseling program of cognitive behavior training and mindfulness training was better, followed by the group counseling program of sensory channel training.