今日的教學貴在教導學生「學習如何學習」，即教導學生學習策略。本文從訊息處理論的觀點，探討在學習的過程中，可促進學習效果的認知策略，後設認知策略，及動機訓練策略。在訓練學生認知策略方面，可教導文章結構、筆記方法、圖示要點、劃重點等策略；在訓練後設認知方面，教導學生如何計劃、監控、調整學習；在動機訓練上，教導學生把學習成果歸因於努力，及增進其自我效能，文中並搜集了許多學習策略訓練的成效研究，經綜合整理後，以表格方式呈現，以說明在此方面的研究成果，提供國人參考，提倡學習策略的訓練，並呼籲國人重視學生的獨立學習能力。

Recently, the essence of teaching lies in teaching students "learn how to learn." Teaching learning strategy is considered to facilitate the effectiveness of learning. Thus this article, in the light of information processing theory, deals with the strategies of cognition, metacognition and motivation training. In the field of cognition training, students should be taught composition structure, notes -taking methods, and illustrating and underlining skills. As regards the metacognition training, students should be taught how to plan, monitor, and adjust learning. In the training of motivation, students should be taught to credit learning prog-ress to their own efforts and to enhance their self-efficacy. Many research works on the effectiveness of learning are collected in this article, and presented by using of tables and charts. The purpose of this article is to promote more re-search works on strategy learning training and to emphasize the importance of independent learning.