A Case Study On Expecting Education Of Academically Subjective Disadvantaged Junior Students

This study takes subjective study academically subjective disadvantaged students as objects of the study. The academically subjective disadvantage refers to the result of students'own subjective reasons, such as deficient self-consciousness, great dependent, absence of persistent study, low evaluation of themselves, lack of self-confidence, not active attitude towards learning and so on, which cause subjective study weakness. The academically subjective disadvantaged students are those who have academically subjective disadvantaged characteristics. The related researches indicate that academically subjective disadvantaged students account for about 20% and have rising tendency along with the grade markup. Facing quantity like so many, in line with the idea"Born equal", to put forward the main purposes of this study: analyzing the subjective factors that lead to academically subjective disadvantage, and conducting the experimental study with the expectation education's related theories to the case, exploring the transforms of subjective study on ways and methods and then enhancing their confidence and ability to learn.This research selects all the second-year students in a junior school, XX City, Shanxi Province for the survey, using questionnaires, literature as well as the basis academically subjective disadvantaged students'operational definition, screening 124 these academically disadvantaged students, through study subjective measurements, to discover the prominent reasons account for it and carry on the related variance analysis; Based on this, through the method of inspection, the experiment methodology and profits from the Fazio, to expect that the model carries on a semester to the expectation education, trying to change students'academically disadvantages through this kind of education, and put forward the corresponding proposal and so on.This research through the investigations, draws the following conclusions:1. Academical disadvantage between boys and girls doesn't have the remarkable differences. Highly significant differences exist between boys and girls in self-consciousness, the initiative aspect, but just to the contrary in the determinacy, the self-confidence, the sense of responsibility and the independent aspect.2. Academically subjective disadvantaged students study the independent integral development more lowly than the others do, which, in addition to a sense of responsibility there were significant differences between both in the awareness, persistence, self-confidence, initiative and independence. 3. Overall, compared with boys, boys in the subjective consciousness of academical disadvantages have significant differences in self-consciousness, self-confidence, initiative, and to the contrary in persistence, responsibility and independence; Girls in addition to the sense of responsibility there is no significant difference, in awareness, persistence, self-confidence, initiative, and independence, compared with all the girls there are significant differences.In this study, through the case study, the revelations on the expectation education are put forward as follows:First, the principles of the expectation education are as follows:1. Principle of Subjectivity;2. Principle of Adaptability;3. Motivation Principle;4. Principle of Sustainability;5. Timeliness Principle;Second, the suggests on the expectation education as follows:1. Love and expectation through the whole process.2. Combine stimulating interest with experiencing success to urge the self-confidence fostering.3. Associate learning programs with intrinsic motivation to promote the formation of consciousness.4. Unify supervision and the expectation to raise the learning persistence.5. Integrate changes in teaching methods with giving positive evaluation to improve the independence of learning.6. Develop appropriate learning objectives, enhance learning initiative.