Our opinion is that this capability can be improved by intentionally teaching the knowledge of meta - cognizance and studying methods , and by setting the question scenario to train the students " studying strategy . only in the practice of interactive teaching of a concrete subject like chemistry , the students " capability of studying strategy can be formed and built up step by step 本文认为在具体的学科教学过程中，有意识地渗透元认知知识和学习方法等内容的教学，并通过设置问题情境等方法，有意识地训练学生的学习策略，才有可能通过教与学的积极互动，逐步形成学习策略和提高学习策略水平。
Some methods and suggestion are made from students " main status in teaching and learning , the aims and demands of the training of metacognition , the attainment of metacognition knowledge and the training of metacognition management according to the results with the theory of metacognition and the measurements of students " level of metacognition 依据元认知理论和对学生元认知水平测量的结果，从学生在教学中的主体地位、元认知培养的目的和目标、元认知知识的获得、元认知监控的培养等几个方面提出了元认知培养的作法和建议。
The first step is to teach the students necessary study methods and basic knowledge so that the students learn how to select appropriate study methods based on their own characteristics and the study program . the second step is to provide the students with chances and conditions for flexibly using study methods in order for the students to develop the ability of strategic study . the third step is to strengthen the students " ability of self - supervision on study so that the students are able to voluntarily and unconsciously develop the ability of control and adjustment of their study strategies , i . e . , to develop a mechanism of adjustment and control of study 教育实验分三步进行：第一步，教给学生必要的学习方法及元认知知识，使学生知道如何根据个人特点、学习任务特点选择相应的学习方法；第二步，给学生提供灵活使用学习方法的机会和条件，以形成策略性学习的能力；第三步，加强培养学生自我监控学习的能力，使学生能够自觉地和自发地对所掌握的学习策略在使用中产生内在的调节和控制，即形成学习的调节与控制机制。
Meta - cognition is the study of various aspects of human cognitive operation , and the monitoring , controlling and adjusting of human cognitive operation . it includes meta - cognition knowledge , meta - cognition experience and meta - cognition monitoring . the essence is a man ' s self consciousness and self monitoring of his cognitive activities 元认知是以人的认知操作的各方面为对象，并对人的认知操作进行监视、控制和调节，包括元认知知识、元认知体验和元认知监控三个方面，其实质是人对自己的认知活动的自我意识和自我调节。
First of all students should adjust and optimize their learning mentality consciously , then teachers train students " habit on their self evaluation , self monitoring and self - questioning by teaching students meta - cognition knowledge with pertinence , and strengthen the teaching of the process of how maths knowledge starts and develops 在教学中首先使学生自觉调整和优化学习心理，然后有针对性传授数学元认知知识，培养学生自我评价、自我监控和反思的习惯，加强数学知识发生、发展过程的教学。
Solving maths problems is a creative maths thinking activity . in this process , the leading function of meta - cognition knowledge of maths is presented on its controlling procedural knowledge , directing and supporting contextual knowledge , gathering evaluation knowledge and adjusting meta - cognition experience . through the questionnaire of maths meat - cognition for students , the author finds that students " maths meta - cognition capability can be improved 数学问题解决是创造性的数学思维活动，在数学问题解决过程中，数学元认知知识的统摄作用表现在程序性知识的控制作用、情境性知识的引导和支持作用、评价性知识的收敛作用、数学核心思想的调控作用、数学思维模式的规范作用、策略性知识的启发作用；数学元认知体验的调节作用表现在修正目标、改组数学元认知知识和激活策略；数学元认知的监控作用表现在定向、控制、调节。
Metacognition is playing an important role on all respects that students learning , this paper explain the close relation among the metacognitive knowledge , e xperience , control and mtm separately , thinking that there are benign and interdynamic relations between the metacognitive and mtm learning 元认知在学生学习的各个方面发挥着重要作用，本文分别阐述了元认知知识、元认知体验及元认知监控与数学思想方法之间的密切联系，认为元认知与数学思想方法学习之间存在着良性互动的关系。
The writing attempts to apply metacognitive theory on the course of mis by comprehending the meaning of metcognitve knowledge , paying attention to metacognitve experience and using the strategy of metacognitve monitoring , promoting students autonomy and cultivating their ability 在课程教学中若能充分理解元认知知识的特性，注重元认知体验，利用元认知监控的相关策略，及时调整、完善教学策略，就会有效提高学生学习效果，有效增强学生学习信心，有效培养学生综合能力。
The research , on one hand , gives a summary of basis features in girl students " communication : sentimentality , polarization , imbalance and combination ; on the other hand , analyzes several problems existing in the process of girls " communication : the girls usually feel lonely but seldom communicate with others voluntarily ; they do n ' t get on well with teachers and even become estranged from them ; many girls have strong mental pressure when communicating with others because of lack of self - efficacy ; many girls lack interpersonal metacongnitive knowledge , and some girl students are even badly affected by the cyber - communication 归纳出女中学生人际交往的情感性、两极性、失衡性、融合性等基本特征，分析了目前女中学生人际交往过程中存在的问题，即女中学生孤独感强烈却缺乏主动沟通意识；女中学生与教师心理相融程度偏低，关系冷漠、疏远；女中学生交往自我效能感低，存在较大心理压力；女中学生人际元认知知识缺乏；部分女中学生受到网络交往的负面影响。
