A Study On Metacognitive Strategies In College Solfeggio Learning

Metacognition is a complex of associated phenomena related to knowledge and the regulation of the domain of human cognition. Metacognition, an inner cognitive activity, will make learners more efficient and guide them how to use strategies in Solfeggio learning. Learnes' metacognitive knowledge in Solfeggio learning is to reflect how to practise Solfeggio learning. Therefore metacognition is significant in solfeggio learning. Based on metacognitive theory and learning strategy, this paper is to explore how to guide metacognitive strategies in solfeggio teaching from the perspectives of metacognitive knowledge, metacognitive experience and metacognitive control. Moreover, this thesis adopts literature searches, questionnaire survey, logical analyses, interviewing and comparative analyses. The purpose of guiding metacognitive strategies in solfeggio teaching is to improve teaching efficiency and learning efficiency, and thus to cater to the social need of nurturing music talents with high quality and advanced ability. However the present study is a preliminary study on guiding metacognition in solfeggio learning. It is hoped that this paper will serve as a repertoire of relevant materials for new comers in this direction and will provide music majors with better learning method and valuable experience in solfeggio learning and thus improve teaching efficiency.