学习策略是学习者计划、组织、执行、修正与达到学习目标相关的一系列步骤程序与执行过程，既包含内隐的学习规则系统，也包括外显的各种学习方法和监控调节能力。学习策略的有效使用可以大大提高人们对信息的获取能力。近年来，高等特殊教育的发展，使许多有志的聋人学子走进大学。在当前社会竞争激烈，就业形势十分不乐观的情况下，通过良好的学习策略全面地获得市场所需要的专业及综合知识，使其在激烈的竞争中建立起自身的优势是关系到聋生未来发展的关键所在。20世纪中叶以来，学习策略研究始终在心理学和教育心理学的研究中占有重要的地位。目前，学习策略的理论与实践已经成为普校教育研究的热点问题之一，但遗憾的是，针对特殊学生尤其是听力障碍学生学习策略的研究较少，对于听障大学生学习策略的研究几乎无人问津，因此进行这方面的探讨具有一定的理论和实践价值。本研究在对学习策略的国内外研究进行详细述评的基础上，把大学生的学习策略分为三种类型:认知策略、元认知策略和资源管理策略。采用自编问卷对北京联合大学特殊教育学院291名听障大学生的学习策略进行测查，初步探讨了学习策略与年级、性别、专业之间的关系，得到如下研究结论：（1） 听障大学生的认知策略均分为3.28±0.57，元认知策略均分为3.33±0.57，管理策略均分为3.22±0.48，学习策略总均分为3.28±0.49，他们的时间管理策略水平最高（3.57±0.43），而情绪策略水平最低（2.95±0.55）；（2）不同专业的听障大学生在精加工策略（F=3.44，P<0.01）、元认知策略（F=3.096，P<0.01）、计划策略（F=3.427，P<0.01）、时间管理策略（F=3.695，P<0.01）上存在非常显著的差异，在调节策略的使用上存在显著差异（F=2.603，P<0.05）。在精加工策略上，计算机科学和动漫专业学生显著低于计算机应用、艺术设计和园林技术专业的学生，在元认知、计划与时间管理策略上，计算机科学专业学生显著低于其他5个专业的学生，在调节策略上，计算机科学专业学生显著低于动漫和计算机应用专业的学生；（3） 除情绪策略的使用随年级的升高而增高外，其余策略的使用反而都呈现下降的趋势，一年级听障大学生在监控策略、环境管理策略的使用上显著地高于三年级听障大学生，在时间管理策略的使用上非常显著地高于三年级听障大学生； （4） 除了加工与计划策略外, 女生在其它策略上的得分都比男生稍高一些,但二者不存在显著的性别差异；（5）听障大学生组织策略的使用存在专业和性别的交互效应（F=2.79，P<0.05），视觉传达专业男生的组织策略应用水平（M=2.74）非常显著的低于女生的组织策略应用水平（M=3.53）；计划策略存在专业和性别的交互影响(F=2.370,P<0.05)，计算机应用专业男生计划策略应用水平（M=3.79）极其显著高于女生的计划策略应用水平（M=3.19）；（6） 优生在各个策略的使用都更好一些,在调节策略、环境管理策略和情绪管理策略的使用上显著优于差生。

Including both the implicit system of learning rules and a variety of explicit learning methods and regulation and monitoring capacities, learning strategies are programs and implementation processes that learners use to plan, organize, execute and amend a series of steps associated with achieving learning objectives. Learners possessing a certain learning strategies can effectively improve their information acquisition abilities. The development of higher special education in recent years has made it possible for many ambitious deaf students to enter university. Under the present situation of fury social competition and unoptimistic employment, it is crucial for the deaf people’s development to wholly obtain the market demanding professional and comprehensive knowledge through excellent learning strategies so as to establish their own advantages in the fierce competition. Since the mid-20th century, learning strategy research has always occupied an important status in psychology and education study. Presently, the theory and practice of learning strategies have become a hot topic of research in common school education, but unfortunately, studies on learning strategies of the special students, especially of deaf students are relatively rare, and the worst is that no interest is shown in the research of the learning strategies of deaf college students. So discusses in this aspect have very important theoretical and practical values. In this study, college students’ learning strategies are divided into three types on the basis of a detailed review of researches at home and abroad: cognitive strategies, meta-cognitive strategies and resource management strategies. The learning strategies of 291 deaf college students from the Special Education College of Beijing Union University are measured through self prepared questionnaires, a preliminary study is carried out about the relationship between learning strategies and grade, gender, and profession, and the following conclusions can be drawn: (1) For the deaf college students, their score of cognitive strategies is 3.28±0.57, score of meta-cognitive strategies is 3.33±0.57, score of management strategies is 3.22±0.48, score of learning strategies is 3.28±0.49.their time management strategies are of the highest level(3.57±0.43), while their emotional strategies are of the lowest level(2.95±0.55).(2) For the deaf college students in different professions, there are significant differencein the strategies of finishing(F=3.44,P<0.01), meta-cognitive(F=3.096,P<0.01),planning (F=3.427,P<0.01), time management(F=3.695,P<0.01) and regulation(F=2.603,P<0.05). In the respect of finishing strategy, students major in computer science and animation are significantly lower than those major in computer applications, art design and landscape technology. In the respect of meta-cognitive, planning and time management, students major in computer science are obviously lower than those major in other five professions. And in the respect of regulation strategy, students major in computer science are prominently lower than those major in animation and computer application.(3) Except that the use of emotional strategy increases with the grade, the uses of the other strategies have shown a downward trend. For deaf college freshmen, their uses of monitoring and environmental management strategies are notably higher than the junior students, and their uses of time management strategies are very notably higher than the junior students.(4) Except processing and planning strategies, the girls obtain higher scores than boys in the other strategies.(5) There are interaction effects of profession and gender in deaf college students’ use of organization strategy(F=2.79,P<0.05): for boys(M=2.74) major in visual communication, their application levels of organizational strategy are significantly lower than those of the girls(M=3.53).There are interaction effects of profession and gender in planning strategies(F=2.37,P<0.05): for boys (M=3.79)major in computer applications, their application levels of planning strategy are extremely higher than those of the girls(M=3.19).(6) For the good students, the uses of various strategies are much better, and they are significantly better than the poor students in the uses of regulation strategy ,environmental management strategy and emotional management strategy.