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In this study, to the subjective academic disadvantaged students as the research object. Subjective studies vulnerable the students subjective reasons, such as lack of consciousness of its aspects, the dependence of learning did not insist on their own evaluation of low, lack of self-confidence, learning is not proactive enough cause of academic disadvantaged. Subjective academic disadvantaged students is the subjective characteristics of academic disadvantaged students. Related studies show that the subjective studies the proportion of disadvantaged students is about 20%, and an upward trend with increasing grade. So much the face of the author equal spirit of \ways and means of schooling of disadvantaged students, and enhance their confidence and ability to learn. This study selected a junior high school in Shanxi Province XX City Grade Two student survey questionnaire, literature, and according to the operational definition of subjective academic disadvantaged students screened 124 subjective academic disadvantaged students through learning main measurement to identify the prominent reasons causing subjective vulnerable, and related variance analysis; learn Fazio teacher expectations model through observation, experimental method, based on expectations of education for a semester on selected cases Trying to change through this kind of education students' subjective academic vulnerable, and make recommendations accordingly. This study by the investigation, the following conclusions: 1. The subjective studies vulnerable boys and girls to learn there is no significant difference between the subjectivity. Boys and girls in the consciousness, initiative, a significant difference, the difference was not significant in terms of persistence, self-confidence, sense of responsibility and independence. 2 the subjective academic disadvantaged students to learn the overall development of the subjectivity below all students learn subjectivity. Among them, in addition to the sense of responsibility does not exist significant differences in consciousness, adhere to, self-confidence, initiative, independence, there are significant differences. Compared with the overall boys subjective studies vulnerable boys in consciousness, self-confidence, initiative there were significant differences in persistence, responsibility, independence, there is no significant difference; girls in addition to the sense of responsibility there is no significant difference , conscientiousness, persistence, self-confidence, initiative, independence compared with all girls there are significant differences. In this study, the experimental research, come to expect education to disadvantaged students of junior high subjective Academic Inspiration: First, expect education to disadvantaged students of junior high subjective studies principles: the principle of subjectivity. 2. Adaptation principle. 3 Incentive principle. Persistent principle. Second, junior high subjective expectations of academic disadvantaged students education recommendations: 1. Care and expectations throughout the process always. Combination. Stimulate interest and experience success, prompting the self-confidence to cultivate. 3. Learning program with a combination of intrinsic motivation, prompting the formation of consciousness. 4. Urge expectations combined cultivate learning persistence. Change teaching methods and combining affirmed evaluation to improve learning independence. Develop appropriate learning objectives, and enhance learning initiative.
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