体育教育专业的学生肩负着未来学校体育教学及训练的重任，在教学中培养本专业学生的教学能力是非常重要的；目前来讲，体育教学主要以教师讲解示范、学生重复单一技术练习的模式进行教学，造成了学生重技术学习结果的问题，再加上评价方式主要以技能测试为主，使大多数教师的“教”与学生的“学”都以通过技能测试为最终目标，忽视了对学生能力的培养，尤其是对本专业学生教学能力发展重视程度不够；并且随着高校毕业生逐年增加，招聘单位对求职者的要求也在逐年增高，所以在体育教育专业学生的教学中加快教学方式的转变，使技能学习与能力培养齐头并进非常有必要。

有研究表明，将元认知训练应用于教学中可以加强学生对认知加工过程的监督与调节，有助于更新教师教学观念并开拓有利于学生发展的教学新思路，用于弥补以往教学中重技术轻能力、不利于学生发挥主观能动性的问题是有效的。所以本次研究将元认知训练运用到体育教育专业学生排球课教学中来验证是否能提升学生的元认知能力进而提高学生对动作学习过程的认识发展其教学能力（示范能力，纠错指导能力）和学习兴趣。

本次研究主要运用了教学实验法、文献资料法、调查法、数理统计等研究方法，最终通过实验数据分析比较，得出以下结论:

1、本研究中采用的语言提示法、元认知训练单、以及填写学习过程追踪卡等元认知训练方法能够有效提高学生元认知能力水平，尤其体现在监控与调节两大维度。

2、实验中利用元认知训练提高了实验组学生的元认知能力，在学生元认知能力提升后进而提高了学生传垫球技术动作的规范性；

3、根据观察记录表统计数据，元认知训练促使实验组学生在自主练习阶段相互纠错、指导行为增多（尤其在实验进行到6-7周），使得学生纠错、指导能力得到了锻炼，在一定程度上有利于学生纠错、指导能力的发展。

4、实验中采用的元认知训练方法不能有效提高学生学习兴趣，调查发现，本阶段影响学生学习兴趣的主要因素是排球技术学习难度大，这也可以间接说明结合元认知训练教学并没有降低学生学习排球的难度。

The students of physical education major shoulder the important task of physical education teaching and training in the future. It is very important to cultivate the teaching ability of the students of this major in the teaching. For now, mainly teachers' interpretation of the demonstration, the students repeat single technology practice of traditional teaching model has created the problem of heavy light skill, plus evaluation method mainly skills test, make the most of the teachers "teaching" and students "learning" as the ultimate goal in order to pass the skills test, ignore the cultivation of student's ability, In particular, the teaching ability development of students of this major is not paid enough attention; And with the increase of college graduates year by year, the requirements of employers for job seekers are also increasing year by year, so it is necessary to speed up the transformation of teaching methods in the teaching of physical education students, so that skills learning and ability training go hand in hand.

Research has shown that applying metacognitive training in teaching can strengthen the students' cognitive process of supervision and regulation, help to update the teaching concept and explore new train of thought, conducive to the development of students in teaching is used to make up for the traditional teaching of light ability, heavy technology is bad for students to play the subjective initiative of the problem is effective. So this study to apply metacognitive training physical education major students in volleyball teaching to cultivate students' learning process and results of monitoring and regulating consciousness and ability, to verify whether it can promote the students' metacognitive ability and improve students' understanding of action learning process development the teaching ability, demonstration ability, the ability of error correction instruction and learning interest.

This study mainly uses teaching experiment method, literature method, investigation method, mathematical statistics and other research methods. Finally, through the analysis and comparison of experimental data, the following conclusions are drawn:

1. The metacognitive training methods adopted in this study, such as language prompt method, metacognitive training sheet and learning process tracking card, can effectively improve students' metacognitive ability, especially in the two dimensions of monitoring and regulation.

2. In the experiment, the metacognitive training was used to improve the metacognitive ability of the experimental group students, and after the improvement of the metacognitive ability of the students, the standardization of the technical actions of the students was improved;

3. According to the statistical data of the observation record table, metacognitive training promoted the students in the experimental group to correct and instruct each other more in the autonomous exercise stage (especially in the 6-7 weeks of the experiment), so that the students' ability to correct and instruct was exercised, which was conducive to the development of students' ability to correct and instruct.

4. The metacognitive training method adopted in the experiment did not have a significant impact on improving students' learning interest. The survey found that the main factor affecting students' learning interest at this stage was the difficulty of learning volleyball technology, which could also indirectly show that the metacognitive training did not reduce the difficulty of students' learning volleyball.