This thesis aims to improve the translation capability of Korean majors in Chinese universities, and to explore more effective strategies to guide teaching. At present, although the Korean language education in Chinese universities attaches great importance to the training of the learners’ translation capability, teaching methods are still limited and outdated. In order to overcome the existing problems in Korean translation education, it is necessary and urgent to find out more effective learning strategies of Korean-Chinese and Chinese-Korean translation and to use them to guide teaching. This study is centered on Korean majors in Chinese universities, and explores effective teaching-learning schemes using metacognitive strategies for the development of Korean translation teaching based on CALLA. Therefore, this study first reveals the theoretical background of metacognition theory and discusses the environment of Korean translation education in Chinese universities. Furthermore, it explores the teaching principles and the teaching-learning direction and procedure of the metacognitive strategy in Korean translation education based on CALLA. By means of questionnaires, the study analyzes the current teaching methods used in Korean translation education in Chinese universities. The results show that both teachers and students show positive attitudes towards the use of new teaching methods and strategies to guide the learning process in the translation education. Thirdly, the use of metacognitive strategies by excellent learners was investigated, and the practice of the metacognitive strategies of the experimental learners was learned through the reflective journal. The conclusion drawn from analysing the two demonstrates that metacognitive strategies of using training in Korean teaching should be given priority and reflected in the teaching plan. Finally, after the training of students’ metacognitive learning strategies, the author concludes that these strategies has produced positive results for Korean translation teaching.Key words: Metacognitive Strategies; Korean Education; Translation Education; Reflective Journal, CALLA(Cognitive Academic Language Learning Approach)