Cultivating studentsâ€™ autonomy is the basic task of education workers, the use of metacognitive ability is a powerful way of autonomous learning. Metacognition plays an important role in studentsâ€™ learning. Studentsâ€™ metacognitive level decides whether students can solve mathematical problems successfully. Metacognition training plays an important role in improving studentsâ€™ metacognitive level and strengthening students ability of problem solving. Teachers pay more attention to average studentsâ€™ metacognition training.So how to improve studentsâ€™ metacognitive ability in the process of problem solving is a topic worth studying.In this paper, first of all, the relevant research of metacognition is reviewed, then the author choose two mathematics average-achieving students in a high school for observing and interviewing, on trigonometric functions. The author propose two kinds of metacognition training modes of problem solving based on the former date collected from investigation of the two students:(1) guided question-asking training,(2) reflection training on problem-solving. Then the two results which are of before and after training are used to illustrate the rationality and validity of the training mode. Finally reorganizing case-study material, the studentsâ€™ metacognitive ability may be improved by the process of communication between teachers and students, and thus to cultivate studentsâ€™ autonomous learning ability. There are some suggestions on further thinking at the last. |