| Abstract | 第5-6页 |
| 摘要 | 第7-9页 |
| Contents | 第9-11页 |
| List of Tables | 第11-12页 |
| Chapter One Introduction | 第12-15页 |
| 1.1 The origin of the study | 第12页 |
| 1.2 The purpose and significance of the study | 第12-13页 |
| 1.3 The structure of the thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-24页 |
| 2.1 Definition of metacognitive strategies | 第16页 |
| 2.2 The Classification of Metacognitive Strategy | 第16-19页 |
| 2.2.1 O’Malley and Chamot’s scheme | 第17-18页 |
| 2.2.2 Oxford’s scheme | 第18-19页 |
| 2.3 Metacognitive strategies and English reading | 第19-20页 |
| 2.4 The Importance of Metacognitive Strategy Training in English Reading Teaching in Vocational Colleges | 第20-24页 |
| 2.4.1 Metacognitve knowledge facilitates Reading Comprehension | 第21-22页 |
| 2.4.2 Metacognitive Strategies help transfer reading strategies tonewreading tasks | 第22页 |
| 2.4.3 Mecognitive Strategies benefit developing independent readers | 第22-24页 |
| Chapter Three Metacognitive strategy and students' self-learning ability | 第24-27页 |
| 3.1 The meaning of self-learning ability | 第24页 |
| 3.2 The relationship between metacognitive strategy and students' self-learning ability | 第24-27页 |
| 3.2.1 Metacognitive strategy is the basis of developing students’ self-learning ability | 第25页 |
| 3.2.2 Self-learning ability is the goal, metacognitive strategy is the means to achieve goals | 第25-26页 |
| 3.2.3 Metacognitive learning strategy can optimize the effect of self-learning | 第26页 |
| 3.2.4 Innovative thinking is the foothold of metacognitive strategy and self-learning ability | 第26-27页 |
| Chapter Four An Empirical Investigation | 第27-41页 |
| 4.1 Research Design | 第27-30页 |
| 4.1.1 Research questions | 第27页 |
| 4.1.2 Subjects | 第27页 |
| 4.1.3 Research Tools | 第27-29页 |
| 4.1.4 Experimental process | 第29页 |
| 4.1.5 Data Analysis | 第29-30页 |
| 4.2 Research results | 第30-39页 |
| 4.2.1 Validity and reliability test | 第30-32页 |
| 4.2.2 Factor Analysis | 第32-33页 |
| 4.2.3 Reading independent investigation | 第33-36页 |
| 4.2.4 Reading experience report | 第36-37页 |
| 4.2.5 Interview | 第37-39页 |
| 4.3 Discussions | 第39-41页 |
| Chapter Five Conclusion | 第41-46页 |
| 5.1 The Major Findings | 第41-42页 |
| 5.2 Limitations of the research | 第42页 |
| 5.3 Suggestions on metacognitive strategy application to English reading | 第42-46页 |
| 5.3.1 Enriching students to set up plans | 第43页 |
| 5.3.2 Using metacognitive Strategy consciously | 第43-44页 |
| 5.3.3 Strengthening metacognitive strategy training | 第44-45页 |
| 5.3.4 Strengthening metacognitive experiences and metacognitive monitoring | 第45-46页 |
| Bibliography | 第46-50页 |
| Appendix Ⅰ | 第50-52页 |
| Appendix Ⅱ | 第52-56页 |
| Acknowledgements | 第56-57页 |
| 攻读学位期间发表的学术论文 | 第57页 |
