一群在中国知名学者，如文秋芳（1995）、吴一安（1993），程素平（1996）和邓晓芳（2004）通过对元认知策略的研究和在这一领域取得了许多。这些成果和成果对外语教学理论和实践都产生了深远的影响。文秋芳（1995）指出，在学习过程中，优秀的学生可以掌握好策略，总是反映他们所取得的成就以及他们使用的学习策略。事实上，文秋芳（1996）在学习策略的分析管理策略的概念等于什么O’Malley和Chamot（2001）称为元认知策略。刘佩华（1998）认为，元认知对语言学习有着积极的作用。如上所述，元认知策略是学习活动成功的关键。因此，它已经成为语言学习和教学的一个新焦点。本文在相关理论的基础上进行了大量的实证研究。然而，文秋芳（2003）认为，在中国对元认知策略的研究还很薄弱。还有一个事实，在元认知策略的研究，在中国大多数研究人员不重视中学的学生，他们只有在大学生的兴趣。因此，本文试图采用定量研究的方法，对高中生元认知策略的总体情况进行调查，旨在提高学生的英语学习成绩。是什么使这一研究与别人不同的是，它的理论模型是基于O'Malley和查莫特的元认知策略理论。
英国市场营销代写essay:掌握好策略
A group of well-known scholars in China, such as Wen Qiufang (1995), Wu Yi'an (1993), Cheng Suping (1996) and Deng Xiaofang (2004) have done a lot of researches on metacognitive strategies and achieved a lot in this field. The fruits and achievements have had a profound influence on both the theory and practice of foreign language learning and teaching. Wen Qiufang (1995) points out that, during the learning process, excellent students can have a good command of all strategies effectively and they always reflect what they have achieved as well as the strategies they have used in learning. Actually, Wen Qiufang's (1996) concept of management strategies in the analysis of learning strategy is equal to what O'Malley and Chamot (2001) called metacognitive strategies. Liu Peihua (1998) also believes that metacognition has a positive effect on language learning. As the description above shows, metacognitive strategies are pivotal to the success of a learning activity. Therefore, it has become a new focus in language learning and teaching. Many empirical studies on it have been conducted on the basis of relevant theories. However, Wen Qiufang (2003) considers the research on metacognitive strategies in China is still weak. There is also a fact that in the research of metacognitive strategies, most researchers in China do not pay much attention to middle school students, they are only interested in college students. Therefore, the author of this paper attempts to investigate the general situation of metacognitive strategies of senior middle school students with a quantitative research method and aims to improve their English achievements. What makes this study different from others is that its theoretical model is based on O'Malley and Chamot's theory of metacognitive strategies.
