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metacognitive knowledee 元认知知识
Metacognitive strategies have been attracting wider attention. 摘要元认知策略已经引起越来越多的关注。
Metacognitive Learning Strategies: i.e., planning, monitoring, and evaluating. 后设认知学习策略：包括事前计划、自我监督、和自我评估。
Various metacognitive, cognitive, social and affective learning strategies are presented in this chapter. 第二节报告了在山师附小进行的学习策略训练。
Metacognitive is the key part of learning strategy which is the base and premise to use learning strategy effectively. 元认知是学习策略的一个重要的核心部分,又是有效运用学习策略的基础和前提。
Carrell,P.L.1989,Metacognitive Awareness and Second Language Reading[J].The Modern Language Journal 72/2. 吴庆麟等.;认知教学心理学[M]
Metacognitive monitoring was most effective expectant variable for state-anxiety and trait-anxiety. 元认知监控是特质焦虑和状态焦虑最有效的预测变量。
Hence the paper offers a breakthrough in the correlational study of the adult metacognitive competence. 而在成人学习领域中对成人元认知能力的研究，则是研究成人学习能力与其相关影响因素的一个突破点。
Corno, L. (1982).The metacognitive control components of self-regulated learning. 张景媛(1989)：无特殊学习类型学生学习适应与知觉之研究。
Therefore, metacognitive strategy-based training can effectively facilitate learner's listening competence. 因此，在听力教学过程中进行元认知策略的培训能有效提高学生英语听力水平。
In metacognitive policies, notable unlikeness occurs in the region from where the students come. 在元认知策略上存在着显著的家庭所在地差异。
Metacognitive ability plays important role in the improvement medical students clinical pAbstractice. 元认知能力在医学生临床实习过程中起着非常重要的作用。
In a final twist, half the students were also given so-called "metacognitive prompts" during the testing. 测试的最后部分，一半的学生遇到了所谓的“元认知提示栏”。
Therefore developing metacognitive ability is one of the most important tasks in individual’s development. 因此发展元认知能力是个体发展中最重要的任务之一。
Conclusion: Metacognitive ability is an element to affect the anxiety level of college students. 结论:元认知能力是影响大学生焦虑水平的因素。
The results indicate that the metacognitive strategy teaching is significant in developing learner autonomy, which shows prominent pros-pectin foreign language teaching. 研究结果表明，元认知策略教学对于培养学生的自主学习成效显著，在外语教学中具有广泛的应用前景。
The decoding of metacognitive strategy in SLA classroom avails the learners to acquire knowledge and enables the teacher to instruct reflectively. 元认知策略在二语习得课堂的解码，能使习得者有效地接受知识，传授者对教学效果进行反思。
Corno, L. (1982). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333-346. 国立成功大学教育研究所硕士论文。
Pearson Correlation is performed to examine the relationship between metacognitive strategies preferences and English proficiency. (三)学习成功者和不成功者在元认知策略的使用上有显著性差异。
The significance of this study to teaching lies in the fact that metacognitive regulation ability can be improved via classroom instructions. 教师可以结合教学持之以恒地进行各种元认知策略的训练，从而培养学习者具体运用的能力。