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本文采用定量研究的方法,对150名高中生的英语元认知学习策略进行了调查分析。结果表明:总体看来高中生仅是有时使用元认知学习策略;元认知学习策略与英语成绩呈显著正相关;优差生在元认知学习策略的使用上有显著性差异。
In this paper, a quantitative study of 150 high school students in English Metacognitive Learning Strategies were investigated. The results show that high school students generally only use metacognitive learning strategies at some time; metacognitive learning strategies have a significantly positive correlation with English scores; but poor students have significant differences in the use of metacognitive learning strategies.