其他摘要：The purpose of this article is to address the increasingly important role of metacognition in art appreciation learning. We argue that metacognition will have a positive effect while viewers are expected to develop their own perspectives and build their thinking strategies. We refer to the theories of learning science, and draw the following conclusions based on the results of our case study of teenagers (2008), and the qualitative analyses of a writing program conducted with 24 college students (2009). First, teenagers are able to engage with their cognitive activities and be aware of the contribution of strategic deployment of their appreciative skills. Second, while viewers collaborate with each other, and are supported to monitor and control their own learning behavior by learning tools, their appreciative knowledge and thinking strategies are better organized. This triggers the function of transfer in the proficient process, and eventually lets viewers reach their sophisticated appreciation experiences.
