| Abstract | 第1-7页 |
| 摘要 | 第7-8页 |
| List of Abbreviations | 第8-9页 |
| List of Tables | 第9-13页 |
| ChapterⅠ Introduction | 第13-18页 |
| ·Background of the Research | 第14-15页 |
| ·Questions of the Research | 第15页 |
| ·Significance of the Research | 第15-16页 |
| ·Organization of the Thesis | 第16-18页 |
| Chapter Ⅱ Literature Review | 第18-23页 |
| ·Relevant Research Abroad | 第18-20页 |
| ·Relevant Research in China | 第20-23页 |
| Chapter Ⅲ Theoretical Framework | 第23-38页 |
| ·Constructivism | 第23-26页 |
| ·Introduction of Constructivism | 第23-24页 |
| ·Constructivist Principles of Instructional Design | 第24-25页 |
| ·Relationship between Meta-cognitive strategy and Constructivism | 第25-26页 |
| ·Self-efficacy Theory | 第26-30页 |
| ·Introduction of Self-efficacy Theory | 第26-28页 |
| ·Functions and Roles of Self-efficacy | 第28-29页 |
| ·Relationship between Self-efficacy and Meta-cognitive strategies | 第29-30页 |
| ·Meta-cognitive Strategy | 第30-36页 |
| ·Framework of Meta-cognition | 第30-31页 |
| ·Definition of Meta-cognitive Strategy | 第31-33页 |
| ·Classification of Meta-cognitive Strategy | 第33-36页 |
| ·Requirements of the National English Curriculum for Senior High School | 第36-38页 |
| Chapter Ⅳ Research Design | 第38-49页 |
| ·Research Hypotheses | 第38页 |
| ·Research Subjects | 第38-39页 |
| ·Research Methods | 第39页 |
| ·Research Instruments | 第39-42页 |
| ·A questionnaire | 第39-40页 |
| ·Students’ Journals | 第40-41页 |
| ·Pre/post-test Papers | 第41页 |
| ·SPSS 17.0 | 第41-42页 |
| ·Research Procedure | 第42-46页 |
| ·A Sample Lesson Plan | 第46-49页 |
| Chapter Ⅴ Date Collection and Analysis | 第49-62页 |
| ·Data from Questionnaires and Analysis | 第49-54页 |
| ·Comparisons of Meta-cognitive Strategies between EG and CG before Training | 第49-51页 |
| ·Comparisons of Meta-cognitive Strategies between EG and CG after Training | 第51-52页 |
| ·Comparisons of Meta-cognitive Strategies between HPG and LPG in EG | 第52-54页 |
| ·Data from Students’ Journals and Analysis | 第54-57页 |
| ·Representative journals and Analysis before Training | 第54-55页 |
| ·Representative Journals and Analysis after Training | 第55-57页 |
| ·Data from Pre/post-test papers and Analysis | 第57-62页 |
| ·Comparisons of Writing Proficiency Test of EG and CG before Training | 第57-58页 |
| ·Comparisons of Writing Proficiency Test of EG and CG after Training | 第58-59页 |
| ·Comparisons of Writing Proficiency Test between HPG and LPG in EG before and after Training | 第59-62页 |
| Chapter Ⅵ Findings and Discussions | 第62-66页 |
| ·High Frequency of Meta-cognitive Strategy Use Improves in Writing | 第62-63页 |
| ·Meta-cognitive Strategy Use Improves Students’ Writing Interests and Confidence | 第63页 |
| ·Meta-cognitive Strategy Use Improves Students’ Writing Proficiency | 第63-64页 |
| ·Meta-cognitive Strategy Training Improves the Writing Proficiency of LPG more than HPG in EG | 第64-66页 |
| Chapter Ⅶ Conclusion | 第66-70页 |
| Bibliography | 第70-75页 |
| Appendix I Questionnaire | 第75-77页 |
| Appendix II Students’ Journals | 第77-79页 |
| Appendix III Pre-test paper | 第79-80页 |
| Appendix IV Writing Assignments | 第80-81页 |
| Appendix V Post-test paper | 第81-82页 |
| Appendix VI Scores about Meta-cognitive Strategy Questionnaire of EG | 第82-83页 |
| Appendix VII Scores about Meta-cognitive Strategy Questionnaire of CG | 第83-84页 |
| Appendix VIII Scores about writing Test of EG | 第84-85页 |
| Appendix IX Scores about Writing Test of CG | 第85-86页 |
| Acknowledgements | 第86页 |
