| Though the history of "metacognition" as a psychological term was not long, its idea was of long standing. With the further study, the topic of metacognition research had changed from "whether there is metacognition", "what's difference between metacognition and common cognition" to "what's the influence of metacognition on the cognitive process", "the importance of metacognition", "how to measure metacognition", and so on. Differentiating from common cognitive ability, metacognition that includes three interactive components: metacognitive knowledge, metacognitive monitoring skill, metacognitive experience, monitors and controls the whole cognitive process. Strategies could be exterior behaviors, inner mental activities, thoughts and methods, actions and skills. Individual's strategies in problem solving were abundant. Taking the process of solving simple adding counting problem as an example, there were four common strategies: counting fingers, fingers, verbal counting, retrieving. Strategy was a better representation of cognitive ability than the result of problem solving. At present, metacognition and strategy were two hot research topics in psychology.The factors of kindergarteners which influence thinking is less than those of adults, so we can take the research of kindergarteners' cognitive character as a perfect start to understand the mystery of human's thinking. There were a great deal of researches focus on metacognition, strategy and their relationship, and most of which took pupils and middle school students an their participants, while the corresponding research for kindergarteners is very few. These kinds of research had a common point that the focus of research is children's living affairs, such as reading, counting, playing etc. In order to discovery the kindergarteners' characters of metacognition andstrategies, as well as the metacognitive influence on strategies and the influence mechanism when solving simple adding counting problems, based on former study, 56 4-6 Year Old kindergarteners were chose in the present study, with the methods of protocol analysis, questionnaire measurement and observation were used. Two questionnaires were developed including the questionnaire of metacognition assessment for 4-6 year old kindergartener and the questionnaire of adding counting strategies analysis for 4-6 year old kindergartener. SPSS 11.0 was used to data analysis. Results were as, following.1. The metacognition level of 4-6 year gardeners were heightened with the age increasing, while the whole level was not high; the age difference of metacognition level was smaller than the level difference in the same age; metacognitive experience got a quicker development than metacognitive knowledge and metacognitive monitoring skills.2. Due to the deep influence of past experience, the three metacognitive dimensions of 4-6 year old were developed out of balance.3. Most of 4-6 year old kindergarteners had the ability to solve simple adding counting problems, and the strategy executing ability was strengthened with the age increasing, which was more evident among the boy kindergarteners; due to the different experience, the ability of strategy executing had great difference among the same age.4. The strategies of 4-6 year old kindergarteners were abundant, among them the counting fingers strategy and retrieving strategy were used frequently, and the most efficient one was counting fingers.5. The earliest strategy of 4-6 year old kindergarteners to solve simple adding problems were retrieving by guessing, after that appeared the fingers strategy, verbal counting and retrieving, but not each strategy is necessary, some of them would be leaped.6. The influence of metacognition on strategy use was changed at different age stage. At beginning, there is no influence of metacognition on strategy use; then, with the further development of metacognition, metacognition can not influence the strategy choose, but do influence the strategy executing; the watershed of influ...
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