| Abstract | 第1-6页 |
| 中文摘要 | 第6-12页 |
| Chapter One Introduction | 第12-17页 |
| ·Development of the theory | 第12-13页 |
| ·Purpose of the study | 第13页 |
| ·Significance of the research | 第13-14页 |
| ·New requirements of the New Standard National English Curriculum | 第14-15页 |
| ·Current teaching situations of the English language reading in Chinese Senior High Schools | 第15-16页 |
| ·General picture of the thesis | 第16-17页 |
| Chapter Two Theoretical framework | 第17-27页 |
| ·Reading theories and the present situation of the research | 第17-18页 |
| ·The theories based on behaviorism, structuralism and constructivism | 第17页 |
| ·Psychology and Top-down Theory | 第17-18页 |
| ·Cognitive perspectives and the Schema Theory | 第18页 |
| ·The Interactive Perspective | 第18页 |
| ·Congnitive Reading Strategy Theory | 第18-21页 |
| ·Macrostrategy- top –down | 第19页 |
| ·Microstrategy-bottom-up | 第19-20页 |
| ·Metacognitive strategy | 第20-21页 |
| ·Metacognition and reading | 第21-24页 |
| ·The reasons of introducing metacognitive strategies to high school students | 第24-25页 |
| ·Arousing desire | 第24页 |
| ·Building self-efficiency | 第24-25页 |
| ·Being productive | 第25页 |
| ·Psychological development of high school students makes metacognitive strategy training possible | 第25-26页 |
| ·Findings | 第26-27页 |
| Chapter Three Literature Review | 第27-42页 |
| ·Definition of metacognition | 第27-33页 |
| ·Metacognitive knowledge | 第29-31页 |
| ·Metacognitive experience | 第31-32页 |
| ·Metacognitive regulating | 第32-33页 |
| ·Other relevant elements | 第33-35页 |
| ·Metacognitive abilities | 第33-34页 |
| ·Metacognitive awareness | 第34页 |
| ·Metacognition and intelligence | 第34-35页 |
| ·Metacognition and motivation | 第35页 |
| ·Learning strategies | 第35-41页 |
| ·Metacognitive strategy | 第37-38页 |
| ·Metacognition and learning strategies | 第38-39页 |
| ·Difference and interaction between cognitive and metacognitive strategies | 第39-40页 |
| ·Metacognition and cognitive strategy instruction | 第40-41页 |
| ·Can metacognition be taught or trained? | 第41-42页 |
| Chapter Four The Present Study | 第42-53页 |
| ·Purpose of the research | 第42页 |
| ·The framework for the present study | 第42-45页 |
| ·The metacognitive strategies trained | 第42-44页 |
| ·The approaches and model for the training | 第44-45页 |
| ·Research questions | 第45-46页 |
| ·Hypotheses | 第46页 |
| ·Knowledge introduction to the students | 第46-47页 |
| ·Research methodology | 第47页 |
| ·Subjects | 第47-48页 |
| ·Research procedure | 第48-53页 |
| ·Questionnaire | 第48页 |
| ·Pre--test and post--test papers | 第48页 |
| ·Treatment | 第48-52页 |
| ·Difference between the two classes | 第52-53页 |
| Chapter Five Data analysis | 第53-57页 |
| ·Research question 1 | 第53-54页 |
| ·Research question 2 | 第54-55页 |
| ·Research question 3 | 第55-56页 |
| ·Information of the two classes | 第55页 |
| ·Data analysis | 第55-56页 |
| ·Discussion | 第56-57页 |
| Chapter Six Conclusion of the research | 第57-59页 |
| ·Conclusion | 第57页 |
| ·Some implications | 第57-58页 |
| ·Problems exist in implementing metacognitive training in reading strategies | 第58页 |
| ·Further study | 第58-59页 |
| References | 第59-63页 |
| 在学期间的研究成果 | 第63-64页 |
| Appendix A | 第64-66页 |
| Appendix B | 第66-68页 |
| Appendix C | 第68-72页 |
| Appendix D | 第72-74页 |
| Appendix E Pre-test paper | 第74-81页 |
| Appendix F Post-test paper | 第81-88页 |
| Appendix G Experiment results of the experimental class | 第88-89页 |
| Appendix H Experiment results of the comparison class | 第89-90页 |
| Acknowledgement | 第90页 |
