Studies On The Instructional Design Promoting Students' Metacognitive Abilities

The most important features of modern education is to foster the students'self learning ability, this thesis first gives an overview of metacognition theory, including the definition and components of metacognition.This thesis bases itself on the evidence collected from the researches conducted in a variety of experiments, the results of which offer us a new look and comprehensive understanding on the influences many factors may serve as indicator or facilitators in fostering metacognitive abilities. The intruduction of the learning interactions and the behaviors of the instructors pose greater influence than former researchers may presume, and we are looking for new approach to integrate these factors into the instruction design.This thesis consists of parts. Part One introduces the concept of metacognition, the relevant factors and the training history. Part Two reviews major studies on self-regulated learning theories and the strategies that were used. Part Three presents the theory foundation of the instructional design. Part Four introduces the new model of instructional design promoting the learners'metacognitive abilities. Part Five reports and discuss the results of the teaching experiment. Part Six draws the conclusion of the study, and points out the implications and limitations.