Abstract: The teaching of master's thesis writing guidance course is one of the key links in the graduate training process. As a method of guiding students to self regulate their learning process, metacognitive strategies can help students clarify their cognitive learning goals, knowledge reserves, and ability levels, and achieve flexible adjustments to improve the efficiency and quality of paper writing. This article applies metacognitive strategies to the teaching of master's thesis writing guidance courses, focusing on three core modules: planning strategy training, monitoring strategy training, and moderation strategy training. It proposes to guide students to learn how to clarify plans, monitor the entire process, and self regulate, and become subject of learning. This method can also break the limitations of traditional teacher centered teaching, fully tap into students'subjective initiative, and inject new vitality into the improvement of the quality of graduate thesis writing.

Key words: Metacognition, Metacognitive strategy, Master's students, Thesis writing, Course, Teaching