| Introduction | 第1-13页 |
| Ⅰ.Ⅰ. Background | 第9-10页 |
| Ⅰ.Ⅱ. Significance of the study | 第10-12页 |
| Ⅰ.Ⅲ. Overview of the paper | 第12-13页 |
| Chapter Ⅰ A Review of Studies in Strategy Training | 第13-20页 |
| ·Strategy training: a facilitator of learner autonomy | 第13-18页 |
| ·Strategy training in specific areas | 第13-15页 |
| ·Strategy training in language classrooms | 第15-18页 |
| ·Strategy training models | 第18-20页 |
| ·The Strategic Teaching Mode (SMT) | 第18页 |
| ·The Cognitive Academic Language Approach (CALLA) | 第18-19页 |
| ·The Reciprocal Teaching Approach (RTA) | 第19-20页 |
| Chapter Ⅱ Behind Metacognitive Strategy Training: A Theoretical Background | 第20-30页 |
| ·Why is MST necessary? | 第20-23页 |
| ·Autonomy: the objective of learning and teaching | 第20-22页 |
| ·Metacognitive strategies: distinguishing a good learner form a poor learner | 第22-23页 |
| ·Metacognitive strategy instruction | 第23-24页 |
| ·Training: focus on metacognitive strategies | 第24-28页 |
| ·What are metacognitive strategies? | 第24-26页 |
| ·Factors affecting the use of strategies | 第26-28页 |
| ·Declarative knowledge and procedural knowledge | 第28-30页 |
| ·What is declarative knowledge and whatisproce dural knowledge? | 第28-29页 |
| ·proceduralization——a three-staged instruction | 第29页 |
| ·Implication for strategy training | 第29-30页 |
| Chapter Ⅲ Research Design-Design of the Training Program | 第30-33页 |
| ·Subjects | 第30页 |
| ·Objective of the study | 第30页 |
| ·Procedures of the research | 第30-31页 |
| ·Techniques for data collection | 第31页 |
| ·Components of the content of training | 第31-33页 |
| Chapter Ⅳ Implementation of Metacognitive Strategy Training Program | 第33-51页 |
| ·Strategies presented and practiced | 第33-35页 |
| ·Strategies trained at the cognitive phase | 第33-34页 |
| ·Strategies trained at the metacognitive phase | 第34-35页 |
| ·Implementation | 第35-51页 |
| ·Procedures | 第35-41页 |
| ·Designing a metacognitive strategy lesson plan | 第41-42页 |
| ·Application activities | 第42-47页 |
| ·Strategy instruction | 第47-51页 |
| Chapter Ⅴ Data Analysis and Discussions | 第51-65页 |
| ·Analysis of the data collected at the cognitive phase | 第51-55页 |
| ·Analysis of the data collected at the metacognitive phase | 第55-62页 |
| ·How much does MST contribute to students' school records? | 第62-65页 |
| Conclusion | 第65-68页 |
| Limitations of the research | 第66-68页 |
| Bibliography | 第68-72页 |
| Appendix Ⅰ Pre-MST Questionnaire | 第72-73页 |
| Appendix Ⅱ Post-MST Questionnaire | 第73-75页 |
