Weak effectiveness of bilingual education is an especially obvious phenomenon in non-key universities of China where students have poorer English ground and bilingual curriculums are unconstructive designed partly because of the scarcity of teaching resources. This paper discusses failures of these unconstructive curriculum systems from the view of cognitive learning and points out that just because of the lags in BICS [basic interpersonal communication skills] and CALP [cognitive academic language proficiency] of students in non-key universities, metacognitive process should be substantially considered and completely integrated in construction of bilingual curriculum system including aspects of bilingual allocation, subject design, bilingual arrangement and prepositive training. This paper takes International Business Specialty in non-key universities as an example and highly involves writer's teaching experiences. (Contains 1 figure.)