| This thesis presents anexperiment on the cultivation of cognitive strategies for junior middle school students. Quality education requires that teachers not only impart knowledge to their students but also teach them how to study more efficiently. As for learning strategies, especially cognitive strategies, is more important to the students in junior middle schools.The aim of this experiment is to prove that cultivating cognitive strategies has a positive effect on reducing the students' polarization in their English learning and at the same time to help students become lifelong learners with sufficient structing.Based on cognitive theories of learning, Piagiet's constructivism, the theory of Scaffolds and CALLA instructional models, this thesis intends to find out whether teaching cognitive strategies can effectively prevent the students' polarization in their English learning; if so, what is the relationship between teaching cognitive strategies and the students' improvement and what kinds of cognitive strategies are most effective in their English learning.This thesis employs quantitative study. It was conducted through a questionnaire and an experiment. First, two junior middle schools in Dagang District of Tianjin took part in the questionnaire survey. The result showed that the students rarely applied cognitive strategies to learning English. So the experiment was carried out in two classes of Grade Seven to train the students' cognitive learning strategies. Before the experiment, the two classes were at almost the same level in their Englisg learning. After the experiment, all the statistical figures were collected and analyzed. The results are as follows: the students who were in the medium group and the poor group made much progress. Thus, it makes it possible to narrow the gap between the good and the poor. It also shows that teaching cognitive strategies is successful. Finally, the thesis points out the limitations of the experiment and possibilities for further studies.
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