Metacognition includes three kinds of knowledge: (1) As a learner's declarative knowledge, it is a factor that affects learning and memory, skills and strategies, and the resources needed to perform a task, that is, knowing what to do; (2) program knowledge or know how to use the strategy; (3) Self-adjustment knowledge to ensure the completion of tasks-knowing the conditions, and when and why to apply programs and strategies. Metacognition is the strategic use of declarative knowledge, procedural knowledge and self-regulation knowledge to achieve goals and solve problems. Metacognition also includes understanding the value of using cognitive strategies in learning.

Metacognition regulates thinking and learning, including three basic skills: planning, monitoring and evaluation. (1) Planning includes deciding how long to spend on a task, which strategy to use, how to start, what resources to collect, what order to follow, which skimming, which need special attention, etc. (2) Monitoring is the immediate perception of what you are doing. Monitoring includes the question: "Does it make sense? Am I too fast? Have I learned enough? " (3) Evaluation involves judging the process and results of thinking and learning, such as: "Should I change my strategy? Do I need help? Should I give up now? Have you finished writing this paper? " In the actual teaching process, teaching reflection-recalling what happened in class and the reasons, and thinking ahead about what might be done next time-is an important embodiment of metacognition.

Individual differences in metacognition may come from different developmental stages or physiological differences of learners. For example, young students may not understand the objectives of the course as older students do. For young students, teachers can help them identify their own thinking process by looking inward, so that they can read, write and study better. It will be very helpful if you can give the teacher a proper demonstration, explanation and demonstration. For older students, teachers can set more self-reflection questions in homework and study materials to develop students' metacognition.