CAJ | 학술논문

元认知策略是是学习者通过计划、监控及评估等方法对认知过程进行自我管理的策略，有效使用元认知策略是自主学习能力的核心。对学生进行元认知策略的介入性培训，有助于提高自主学习能力。目前，国内的研究仅针对英语专业或非英语专业的学生，还未有对英语专业双学位学生的介入性研究。本文对57名英语专业双学位学生进行一学期的写作元认知策略培训，定量分析显示，学生的写作成绩得到提高，同时运用写作元认知策略的频率也增加了；定性分析显示，元认知策略训练有助于提高写作方面自主学习意识。
원인지책략시시학습자통과계화、감공급평고등방법대인지과정진행자아관리적책략，유효사용원인지책략시자주학습능력적핵심。대학생진행원인지책략적개입성배훈，유조우제고자주학습능력。목전，국내적연구부침대영어전업혹비영어전업적학생，환미유대영어전업쌍학위학생적개입성연구。본문대57명영어전업쌍학위학생진행일학기적사작원인지책략배훈，정량분석현시，학생적사작성적득도제고，동시운용사작원인지책략적빈솔야증가료；정성분석현시，원인지책략훈련유조우제고사작방면자주학습의식。
Metacognitive strategies are effective learning methods of self-planning, self-monitoring and self-evaluation, which are the core of self-regulated learning. Training students' meacognitive strategies can improve their autonomous learning abilities. The present studies on this area in China are carried on either English majors or non- English majors instead of dual-degree students in English. This paper makes a one-semester-long empirical study on writing metacognitive strategies training of 57 dual-degree students in English. The quantitative analysis indicates that students' writing scores are improved and the frequency of strategies use is also increased. The qualitive analysis shows that the metacognitive strategies training improves students' awareness of learning autonomy.