CAJ | 학술논문

　　本文采用准实验研究，选择了两个自然班作为被试。一个作为控制班，另一个作为实验班。被培训的元认知策略主要采用的分类：集中学习，组织学习，制定学习计划及评价学习；培训方法采用O'Mal ey & Chamot的专业认知语言学习方法，并将元认知策略的学习培训与语言学习相结合，采用集中学习与分散学习相结合的方式。实验共进行了约6周。实验结果表明：经过对元认知策略培训的学生在阅读测试中的成绩进步较为明显。实验证明了元认知策略的培训对高中生的阅读有较为明显的促进作用。
　　본문채용준실험연구，선택료량개자연반작위피시。일개작위공제반，령일개작위실험반。피배훈적원인지책략주요채용적분류：집중학습，조직학습，제정학습계화급평개학습；배훈방법채용O'Mal ey & Chamot적전업인지어언학습방법，병장원인지책략적학습배훈여어언학습상결합，채용집중학습여분산학습상결합적방식。실험공진행료약6주。실험결과표명：경과대원인지책략배훈적학생재열독측시중적성적진보교위명현。실험증명료원인지책략적배훈대고중생적열독유교위명현적촉진작용。
This paper adopted a quasi-experimental study and selected two natural classes as the subjects one of which is a control class. The other is experimental class. The training metacognitive strategies mainly adopts the fol owing classification: focusing on learning, organizational learning, developing a learning plan and evaluation of learning; Training methods use the O'Mal ey & Chamot professional cognitive language learning method, and metacognitive strategy training and language learning are combined. the centralized and distributed learning combination are adopted . the experiment were carried out in about 6 weeks. The experimental results show that: after the metacognitive strategies training of students in reading test scores progress more obvious. The experiment proved that metacognitive strategies training on senior high school students' reading has obvious promotion effect.