| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Introduction | 第9-12页 |
| Chapter One Problems in Reading comprehension | 第12-17页 |
| ·High Schools Students’Problems | 第12-14页 |
| ·High Schools Teaching Problems | 第14-15页 |
| ·Summary | 第15-17页 |
| Chapter Two Theoretical Rationale & Problem Solving | 第17-42页 |
| ·Cognitive Processing Models in Reading | 第17-22页 |
| ·Bottom－up Model | 第17-18页 |
| ·Top－down Model | 第18-19页 |
| ·Interactive Model | 第19-22页 |
| ·Metacognition | 第22-33页 |
| ·Definition of Metacognition | 第22-24页 |
| ·Two Aspects of Metacognition | 第24-28页 |
| ·Metacognition in High Schools English Reading | 第28-33页 |
| ·Metacognitive Strategies | 第33-42页 |
| ·Theory and Classification of Metacognitive Strategies | 第33-39页 |
| ·Metacognitive Strategies in Reading | 第39-42页 |
| Chapter Three Application of Metacognitive Strategies to English Reading Comprehension in High Schools | 第42-58页 |
| ·Planning Strategy to Reading Comprehension | 第42-49页 |
| ·Definition of Planning Strategy | 第42-43页 |
| ·Planning Strategy Practice to Reading Comprehension | 第43-49页 |
| ·Monitoring Strategy to Reading Comprehension | 第49-51页 |
| ·Definition of Monitoring Strategy | 第49页 |
| ·Monitoring Strategy Practice to Reading Comprehension | 第49-51页 |
| ·Self-evaluation Strategy to Reading Comprehension | 第51-52页 |
| ·Definition of Self-evaluation Strategy | 第51页 |
| ·Self-evaluation Strategy Practice to Reading Comprehension | 第51-52页 |
| ·Analysis of Multi-metacognitive Strategies to Reading Comprehension | 第52-58页 |
| ·Multi-metacognitive Strategies in Main Idea Task | 第52-54页 |
| ·Multi-metacognitive Strategies in Facts and Details Task | 第54-58页 |
| Conclusion | 第58-60页 |
| Bibliography | 第60-65页 |
| Acknowledgements | 第65页 |
