中文摘要：

在初二年级选择两个平行班，利用自编的平面几何学习策略训练教程和元认知训练单，在自习课对一个班进行5课时学习策略和11课时元认知训练，另一个班按传统教学方法组织学生自习，训练期间两班作业量相等。结果表明：训练对提高初二学生的几何成绩有效；训练对学生学习代数、物理具有远迁移作用；训练对学习成绩中、差生效果显著，对优生效果不显著；训练对男女生都有非常显著的影响。

英文摘要：

Current research cared about if training of strategy and metacognition could improve the performance of study. 98 Students were from Grade Two of Junior High School, half for training, half for control. Experimenters designed all programs of strategy and metacognition. Altogether there were 16 sessions training, 5 for strategy, 11 for metacognition. The resuits are as follow. Training does improve the performance of study of Geometry; There are effects of transferring on performance of Algebra and Physics; There is a significant effect of training just for students with average scores and poor scores, not those with good ones;Not only for male but also for female students, training effects are both real significant