通过英语听力课程的教学实验,探索了元认知策略和学习者听力成绩及学习行为、态度及之间的关系。从定量分析来看,实验组的听力水平的进步大于对照组。定性分析表明,实验班学习态度、行为有明显的积极变化。实验证明,基于元认知策略的英语听力“零上课”教学模式总体上是可行的。 Through the teaching experiment of English Listening Course, we explored the relationship between metacognitive strategies and learner’s listening performance and learning behavior, attitude and relationship. From the quantitative analysis point of view, the experimental group’s hearing level progress is greater than the control group. Qualitative analysis shows that the learning attitude and behavior of the experimental class have obvious positive changes. Experiments show that the English listening “zero class” teaching model based on metacognitive strategies is generally feasible.