成功的学习者学习如何学习,他们掌握学习策略,这种策略使他们采取正确的措施和态度,能自信地和正确,灵活地、独立地探讨学习内容,所以他们的学习有自主权。这项探讨是基于策略培训实验作者既个小型工业园区内-合川中学。作者做了一个学期元认知策略培训的高级一年级学生培养他们的自主学习能力。本探讨旨在发现的元认知策略培训可能造成培养自主学习能力。因此，英语论文，要提高自主学习能力就必须帮助学生累积元认知知识和运用元认知策略。
Chapter 1 Introduction引言
In the 21stcentury, technology develops very quickly and information andknowledge also updates fast. If we want to always catch the pace of the modern society,we should cultivate autonomous learning ability, which is also one of the mostimportant teaching aims. At present, the senior English curriculum reform has occurredand the ultimate goal of the reform is to instruct English knowledge and language skillsas well as let students have the will and ability of autonomous learning. Englishcurriculum standards has pointed out senior students should form the unique Englishlearning strategy which are appropriate for themselves and have the ability to adjust itconstantly. (2017:25)
1.1 Background of the Research探讨背景
The author was a postgraduate and majored in Teaching Theories and Application.In the third year of postgraduate, she had a chance to be an English teacher of seniorgrade one in HeChuan middle school for one semester, for the former English teacherof class 16 would give birth to a baby. The class 16 was not a top class but a mediateone. So she used this chance to improve her teaching ability as well as to make class 16to be an experimental base for her postgraduate thesis. Therefore, all the data andanalysis of this paper come from the survey and research of senior students of class 16grade one.This paper first introduces and analyzes the relevant concepts of metacognitivestrategy and present situation of autonomous learning, then makes a survey about theautonomous situation of senior one students in Chongqing HeChuan Middle School.Then in daily teaching, the author introduces the students the knowledge and methodof metacognitive strategy, especially the planning monitoring and assessing, whichaims to cultivate the ability of setting a clear goal and planning, self-monitoring thelearning process and assessing the learning effects. The author will monitoring thewhole process and comparing and contrasting the learning effects before and after thetraining, then hope to find out the effect of Metacognitive strategy training for highschool students English autonomous learning ability. The author hopes to answer threequestions below:First, does the training of metacognitive strategy in English teaching make acontribution to the cultivation of the autonomous learning ability?Second, after the training, does the ability of applying metacognitive strategy can beimproved?Third, in the daily English teaching, how to conduct the metacognitive strategy trainingeffectively for the improving of autonomous learning ability?
1.2 The Significance of the Research探讨意义
Making a learning plan, monitoring the learning process and self-assessing thelearning effects are the three nuclear elements of metacognitive strategy. This researchaims to find out the metacognitive strategy training will help the students to take morelearning responsibility, form the habit of active thinking and finding out problems andsettling the problems independently, improve the awareness and ability of autonomouslearning, which makes a pavement for thei，英语论文题目
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