自从二十世纪七十年代以来，大量的国内外学者从学习者的角度进行外语教学研究，对外语学习策略和影响学习策略使用的因素的研究逐步成为研究的热点，这些研究表明：有效的学习策略的使用可以大幅度的提高学习效果；学习者的个体差异是造成学习效果差异的重要原因，也是造成学习策略差异的根源。因此，研究影响学生学习策略的选择和使用的因素，教会学生如何学习，培养有效的学习策略，使学生成为独立、自主、有效的学习者，是当今英语教师面临的一个重要任务。作者对内蒙古乌海市第一中学高二年级174名学生进行了为期一学年的英语学习策略的跟踪调查,旨在探究高中生在阅读策略的使用和阅读水平上是否存在性别差异。研究对象来自于同一年级三个不同水平的班级。在培训之前和之后，作者对学生进行了关于英语阅读理解的测试，实验结束后，又对学生进行了有关英语学习策略在阅读理解中的使用情况的问卷调查和个别访谈。通过运用SPSS系统对所得数据进行检验，得出如下结论：1）女生比男生更频繁的使用更多的补偿策略；2）女生的阅读水平整体高于男生； 3) 女生比男生的进步幅度大。本研究只是通过对学生进行学习策略训练，对性别差异在阅读过程中对学习策略的使用的影响方面做了初步尝试。研究结果表明：在学习策略的使用上存在性别差异：女生比男生更频繁的使用更多的补偿策略；在阅读水平上存在性别差异：女生的阅读水平高于男生；通过策略培训，女生比男生的进步幅度大。因此，英语教师要加强对学生学习策略的培养，提高学生的自主学习能力。在教学活动中，要注意因材施教，因“性”施教，既不能忽视也不能片面夸大性别差异；要因势利导，使不同性别的学生扬长避短；要培养和发展男女生的合作精神，使他们取长补短，共同进步。

From the 1970s, the researcher’s attention has shifted from “how to teach” to “how to learn” which results in learning strategy being paid great attention to. A wide variety of researchers began to show great concern on learning strategies and factors influencing learning strategies. These studies have shown that effective learning strategies can largely improve learning proficiency, and that learners’ internal difference not only results in the differences of learning proficiency but also in the selection of different learning strategies. Thus, it is important to help students to master and use effective learning strategy, and eventually develop their autonomous learning abilities.The author carried out an investigation on gender difference on learning strategy in reading comprehensions, and in reading proficiency, which lasted nearly about two terms. The subjects were 174 (87 males and 87 females) students of Grade two in No.1 Senior High School in Wu Hai, Inner Mongolia. Two tests were given before and after the learning strategy-based training and all the data collected from the pretest, the posttest, the questionnaire and the interview have been put into the SPSS system of the computer for automatic analysis. The results are as follows:1) Compared with the male students, the female students are significantly better at compensatory use of learning strategies. 2) The female students have gained higher scores than the male students in reading comprehensions. 3) Compared with the male students, the female students have made greater progress in reading comprehensions after the learning strategy – based training.The research results indicate, after the learning strategy-based training, that there exists gender difference in learning strategy in the process of reading, gender difference in English reading proficiency, and gender difference in the progress in the reading proficiency. Therefore, in teaching activities, English teachers are supposed:1) to instruct students to form and develop their own learning strategies, thus to develop their autonomous competences;2) to have a correct view on gender differences in English learning, neither ignoring nor exaggerating them; 3) to try to create a harmonious learning environment for both genders to develop their cooperative abilities, and help students of different genders make progress together.