| Abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| Chapter one Introduction | 第11-15页 |
| 1.1 Background of the Study | 第11-13页 |
| 1.2 Purpose and Significance of the Study | 第13-14页 |
| 1.3 Framework of the Thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-19页 |
| 2.1 Research on the Application of Meta-cognitive Strategies in English Writing Teaching Abroad | 第15-16页 |
| 2.2 Research on the Application of Meta-cognitive Strategies in English Writing Teaching at Home | 第16-19页 |
| Chapter Three Theoretical Basis | 第19-26页 |
| 3.1 Meta-cognition | 第19-21页 |
| 3.1.1 Definition of Cognition | 第19页 |
| 3.1.2 Definition of Meta-cognition | 第19-20页 |
| 3.1.3 Distinction between Meta-cognition and Cognition | 第20-21页 |
| 3.2 Meta-cognitive Strategies | 第21-26页 |
| 3.2.1 Definition of Meta-cognitive Strategies | 第21-23页 |
| 3.2.2 Classification of Meta-cognitive Strategies | 第23-26页 |
| Chapter Four The Application of Meta-cognitive Strategiesin Senior Middle School English Writing Teaching | 第26-46页 |
| 4.1 The Present Problems in Senior Middle School English Writing Teaching | 第26-30页 |
| 4.1.1 The Single Teaching Method | 第29页 |
| 4.1.2 The Wrong Orientation of Subjectivity | 第29页 |
| 4.1.3 The Lack of Cultivating Students' Communicative Competence | 第29-30页 |
| 4.2 The Relationship between Meta-cognitive Strategies and English Writing Teaching | 第30-34页 |
| 4.2.1 Planning Strategy and Writing Teaching | 第30-31页 |
| 4.2.2 Monitoring Strategy and Writing Teaching | 第31-33页 |
| 4.2.3 Evaluation Strategy and Writing Teaching | 第33-34页 |
| 4.3 The Concrete Application of Meta-cognitive Strategies in Senior Middle School English Writing Teaching | 第34-46页 |
| 4.3.1 The Application of Planning Strategy in English Writing Teaching | 第35-39页 |
| 4.3.1.1 The Application of Group Discussion | 第36-38页 |
| 4.3.1.2 The Application of Writing an Outline | 第38-39页 |
| 4.3.2 The Application of Monitoring Strategy in English Writing Teaching | 第39-42页 |
| 4.3.2.1 The Application of Monitoring Writing Content | 第40-41页 |
| 4.3.2.2 The Application of Monitoring Writing Method | 第41-42页 |
| 4.3.3 The Application of Evaluation Strategy in English Writing Teaching | 第42-46页 |
| 4.3.3.1 The Application of Self Evaluation | 第43-44页 |
| 4.3.3.2 The Application of Peer Evaluation | 第44页 |
| 4.3.3.3 The Application of Teacher Evaluation | 第44-46页 |
| Chapter Five The Empirical Study | 第46-59页 |
| 5.1 The Experimental Contents | 第46页 |
| 5.2 The Experimental Subjects | 第46-47页 |
| 5.3 The Experimental Instruments | 第47-48页 |
| 5.3.1 The Questionnaire of Meta-cognitive Strategies | 第47页 |
| 5.3.2 Writing Pre-test and Writing Post-test | 第47-48页 |
| 5.3.3 Interview | 第48页 |
| 5.4 The Experimental Procedures | 第48-53页 |
| 5.4.1 Before Experiment | 第48-49页 |
| 5.4.2 In Experiment | 第49-52页 |
| 5.4.3 After Experiment | 第52-53页 |
| 5.5 Results and Discussion | 第53-59页 |
| 5.5.1 Results and Discussion from the Questionnaire | 第53-56页 |
| 5.5.2 Results and Discussion from the Tests | 第56-58页 |
| 5.5.3 Results from the Interview | 第58页 |
| 5.5.4 Discussion | 第58-59页 |
| Chapter Six Conclusion | 第59-63页 |
| 6.1 Main Findings | 第59-60页 |
| 6.1.1 Improving Students' Awareness of Using Meta-cognitive Strategies | 第59-60页 |
| 6.1.2 Improving Students' Ability of Language Expression | 第60页 |
| 6.1.3 Improving Students' Ability to Layout the Article | 第60页 |
| 6.2 Limitations | 第60-61页 |
| 6.3 Suggestions for the Research | 第61-63页 |
| Bibliography | 第63-65页 |
| Appendixes | 第65-75页 |
