| 1. | Metacognitve skill training by reflection on lower achievers in high schools
中学数学学困生题后反思的元认知技能培训 |
| 2. | Remedial classes supplementary lessons for selected high low achievers in mathematics english
为数学科英文科能力较高和稍逊的学生开办辅导班补习班。 |
| 3. | Moreover , the much more teacher treat low achiever positively , the more positive students " reaction
并且教师对低成绩者表现出越多的积极行为指向，学生对教师的情感反应越积极。 |
| 4. | A school - based remedial support programme has been implemented to support secondary schools with a high intake of academically low achievers
教育署也实施学校为本辅导计划，以支援录取较多学业成绩稍逊学生的中学。 |
| 5. | The formal questionnaire include student " edition and teacher " edition , each edition include two inventories , toward hypothetical high and low achievers
问卷分为学生版和教师版，每个版本针对甲乙学生各一套；学生版本还包括学生的情感反应问卷。 |
| 6. | This indicates that lower achievers may need more help from family members than higher achievers . an interesting relationship between parental investment and student literacy performance was observed
研究显示愈投入地阅读多元化的读物，有每天阅读的习惯，和对阅读有浓厚兴趣的学生，阅读能力就愈高。 |
| 7. | ( pdb score = high achievers score - low achiever score ) . in the factor i , iii , iv , students perceive that the pdb score get to higher , but in the factor ii , students perception is on the other hand with grade . thirdly , students reaction to their teacher exist grade difference
在学习支持、机会与优待、要求与压力因子上，随着年级的增长，学生认知到的教师差别行为分数升高，即学生认为教师给高成绩者比低成绩者这些方面的行为的差值随年级而增大；在情感支持因子上，随年级升高认知到的教师差别行为分数减小(绝对值) 。 |
| 8. | Students think teacher had given high achiever more learning supporting , chance and privilege , higher level demand and pressure than low achiever ; however , in emotional supporting , students think low achiever receive more than high achiever . secondly , students perception of teacher differential behaviors exist grade difference
初中生认为，教师给高成绩者比低成绩者更多的学习方面的辅导和支持，更多锻炼、表现的机会和特殊的优待，对学习有更高的要求和压力；在教师提供的情感氛围上，学生认为教师给低成绩者比给高成绩者的稍微积极一些。 |
| 9. | The purpose of this study was to investigate how junior high school students perceive their teacher " differential behaviors to hypothetical high and low achievers , and the relation between perception and reaction to their teacher . this study adopted questionnaire and interview , there are 925 junior high school students participating the inventory . 579 subjects of all sample participate the formal inventory
从以往的调查数据我们已经发现，当前我国师生关系的状况的确存在着问题，本研究拟就影响师生关系的因素之一的、教师差别行为为出发点进行研究，考察教师期望理论基础上的教师差别行为是如何影响学生对教师的情感反应、进而影响师生关系的。 |
