中文摘要：

元认知是一个内涵庞杂的概念,为了深化研究我们提出＂元思维＂的概念,专指个体对自身思维活动的计划、监控和反思功能,它可以区分为一般元思维和情境元思维。基于这一理论观点,编制了一般元思维量表和情境元思维量表。对小学、初中、高中三个年龄段被试的调查结果表明,这两份量表均具有良好的信度和效度,是元思维测量的有效工具。

英文摘要：

The research on metacognition has been over four decades and plenty of academic fruits have been achieved,however,there is a salient problem in conceptualizing metacogniton. Concretely,the concept of metacognition includes too many components,such as metamemory,metaattention,metathinking,and involves too many interlaced concepts,such as theory of mind,self-regulation strategies,high-order skills,feeling of knowing and so forth,which blurs the connotation and extension of the concept,and makes it hard to compare the empirical findings about metacognition. As it is usually defined,metacognition refers to ＂ thinking of thinking＂,yet ＂ thinking of thinking＂ should be conceptualized as metathinking rather than metacognition. We proposed that metathinking is a special cognitive function of human being,which refers to the function of planning,monitoring,regulating and reflecting toward thinking activities of oneself. Metathinking could be differentiated into general metathinking and situational metathinking. The former reflects the stable individual difference of metathinking; whereas,the latter reflects the situational performance of metathinking in special cognitive task situations.Based on the framework of tri-components of metathinking,i. e.,planning,monitoring and regulating,and reflecting,we designed the general metathinking scale and the situational metathinking scale. Each of them included16 items and adopted a 5-point Likert scale. The pre-test of the two scales showed that some items of the scales are low of factor loadings and not clear in meaning. So these items are revised in the aspects of expression and wording.The revised scales were administrated to a sample of 381 students in the grades of 5,8,and 11. The results showed that both the general metathinking scale and the situational metathinking scale had a good internal consistency reliability,re-test reliability,construct validity,convergent validity and criterion-related validity. It suggests that the two scales are effective instruments to mea