| Acknowledgements | 第4-5页 |
| Abstract in Chinese | 第5-6页 |
| Abstract in English | 第6页 |
| Part Ⅰ The Definition of Metacognitive Knowledge | 第8-12页 |
| 1.1 The definition of metacognition | 第8-9页 |
| 1.2 The distinction between cognition and metacognition in language learning | 第9页 |
| 1.3 The definition of metacognitive knowledge | 第9-10页 |
| 1.3.1 Person knowledge | 第10页 |
| 1.3.2 Task knowledge | 第10页 |
| 1.3.3 Strategy knowledge | 第10页 |
| 1.4 The characteristics of metacognitive knowledge | 第10-12页 |
| Part Ⅱ The Innate Relationship Between Metacognition and Reading | 第12-20页 |
| 2.1 The historical review of metacognitive perspective of reading | 第12-14页 |
| 2.1.1 Research abroad | 第12页 |
| 2.1.2 Research in ancient China | 第12-13页 |
| 2.1.3 Research after the term of metacognition put forward | 第13-14页 |
| 2.2 The significance of research of the metacognitive knowledge in FL teaching | 第14-16页 |
| 2.2.1 Way to become autonomous | 第14-15页 |
| 2.2.2 Way to promote students' motivation | 第15页 |
| 2.2.3 Way to increase students' responsibility | 第15页 |
| 2.2.4 Way to highlight the efficiency of metacognitive strategies | 第15-16页 |
| 2.2.5 Way to distinguish the good readers from the poor readers | 第16页 |
| 2.3 The explanation of some necessary metacognitive knowledge in reading comprehension | 第16-18页 |
| 2.3.1 Language competence | 第16-17页 |
| 2.3.2 Background knowledge | 第17页 |
| 2.3.3 Reading approaches | 第17页 |
| 2.3.4 Reading skills | 第17-18页 |
| 2.4 The importance of the contrastive analysis of improving metacognitive knowledge in reading | 第18-20页 |
| Part Ⅲ An Investigation of Students' Reading Comprehension | 第20-28页 |
| 3.1 Data collection | 第20页 |
| 3.2 Objectives | 第20页 |
| 3.3 Subjects | 第20页 |
| 3.4 Instrument and method | 第20-21页 |
| 3.5 Findings | 第21-23页 |
| 3.6 Case Study | 第23-27页 |
| 3.7 Discussion | 第27-28页 |
| Part Ⅳ Metacognitive Knowledge-Based Reading Method | 第28-34页 |
| 4.1 Learning theories | 第28-29页 |
| 4.1.1 Schema theory | 第28-29页 |
| 4.1.2 Humanistic theory | 第29页 |
| 4.2 Five stages | 第29-32页 |
| 4.2.1 The Knowing-what-learners-have-known stage | 第29-30页 |
| 4.2.2 The Showing-what-the-teacher-thinks stage | 第30-31页 |
| 4.2.3 The Correcting-what-the-learners-do stage | 第31页 |
| 4.2.4 The Narrowing-what-the-learners-don't-know stage | 第31-32页 |
| 4.2.5 The Asking-the-learners-to-self-manage stage | 第32页 |
| 4.3 Teacher's role in metacognitive knowledge-based reading | 第32-34页 |
| Part Ⅴ Conclusion | 第34-35页 |
| Bibliography | 第35-37页 |
