It is often said that "it is better to teach people to fish than to teach them to fish". In school education, teachers may want to teach students both fish and fish. Usually, fish is ready-made and fishing is potential. It is true that every teacher has a certain degree of fishing, but what kind of fishing do students need in particular? In other words, what is the golden key to improve the teaching effect? This is a matter of different opinions. I think it is learning strategy training, that is, teaching students learning strategies purposefully, systematically and in a planned way.

Learning strategy is an important part of educational psychology research, which refers to the systematic plan adopted by learners for information processing of complex learning tasks (borich & tombari, 1995). Learning strategy training is a field of great practical value in the study of learning strategies. It can improve the learning process and teaching effect. Here is a brief introduction of a study on learning strategy training. It was done by Zhang Xiaozhou, a national training student under my guidance. The data analysis was completed by me.

In this study, 148 students from two classes in grade five of a primary school in ZZ Town, YY City, XX Province were selected as the research objects. Among them, there are 86 boys and 62 girls; There are 74 students in the experimental class, 44 boys and 30 girls; There were 74 students in the control class, 42 boys and 32 girls.

The research tools include: (1) mathematics learning strategy questionnaire, which is compiled by referring to relevant materials. There are 15 questions in total, of which 1-14 questions each have three alternative answers. The answers (1) score 0, the answers (2) score 3, and the answers (3) score 6; For question 15, 16 points are required to answer the problem-solving strategies. For those who answer four or more questions, 16 points will be given. For those who answer one question, 4 points will be given. The total score of the questionnaire ranges from 0 to 100. The higher the score, the higher the learning strategy level of the students（ 2) Mathematics learning strategy training materials, combined with the fifth grade mathematics teaching materials, a total of 15 lessons, involving attention, perception and memory strategy, concept, rule learning strategy and problem solving strategy（ 3) The fifth grade mathematics test paper of primary school, two unified examination papers compiled by YY Education Bureau of XX Province, each paper has a full score of 100.

The research procedures are as follows: (1) in the pre-test, the students in the experimental class and the control class were tested with the final examination paper of the first semester of the fifth grade of Primary School of YY City Bureau of education in XX Province, and investigated with the "mathematics learning strategy questionnaire". In the case of finding out that there is no difference between mathematics learning strategies and mathematics academic performance, one class is randomly selected as the experimental class and the other class as the control class; The teaching experience of the two classes is similar to that of previous years（ 2) In the experiment, the training materials of learning strategies are combined with the normal syllabus, and the experimental class does not increase the class hours. In the case of the same class hours as the control class, a semester of learning strategy training is carried out（ 3) At the end of the post-test, the final mathematics examination paper and "mathematics learning strategy questionnaire" were used to test the experimental class and the control class.

The results show that learning strategy training can promote the formation of learning strategies. Before the experiment, the learning strategy level of the experimental class (M = 50.55, SD = 12.62) was equivalent to that of the control class (M = 51.24, SD = 12.20), t (DF = 146) = - 0.34, P > 0.05. After the experiment, the learning strategy level of the experimental class (M = 86.31, SD = 8.85) was 33.98 points higher than that of the control class (M = 53.03, SD = 11.79), indicating that it is necessary to carry out learning strategy training for the fifth grade primary school students. The results of the control class show that without systematic learning strategy training, all kinds of students' learning strategies have little improvement.

Especially it is worth mentioning that after training, the learning strategies of middle-class students and underachievers can reach the same level as those of top students, which indicates that once they carry out learning strategy training, they can not only form learning strategies, but also benefit the same level as those of top students.

From the perspective of training form, the teacher brings strategy training into the normal classroom teaching activities, which not only makes the teaching of learning strategies have a certain carrier, but also makes the learning process of students very natural without increasing the learning burden of students. Moreover, by cultivating students' thinking mode, students can really feel their own learning strategies and the progress of mathematics learning, It improves the effect of strategy training. Therefore, this learning strategy training mode is effective.

Learning strategy training can promote academic achievement. Before the experiment, the average level of mathematics of the experimental class (M = 70.72, SD = 18.13) was equivalent to that of the control class (M = 71.54, SD = 18.48), t (DF = 146) = - 0.27, P > 0.05. After the experiment, the experimental class (M = 88.53, SD = 11.50) was 14.82 points higher than that of the control class (M = 73.71, SD = 16.18). It can be seen that strategy training has played a significant role in promoting the students' academic performance, which shows that strategy training can indeed improve the learning effect; At the same time, there are differences in the promotion range of strategy training for all kinds of students' academic performance, among which the promotion range for the backward students is the largest, the promotion range for the middle students is the second, and the promotion range for the top students is the smallest, which indicates that to improve the academic performance of the backward students and the middle students, it is especially necessary to carry out strategy training.

In fact, strategy training makes all kinds of students improve their learning strategies in the same range, which means that the improvement of learning strategies in the same range has different significance for all kinds of students, that is, it has the greatest significance for the backward students, followed by the middle students, and again for the top students. It can be speculated that the academic performance of the underachievers and middle school students is lower than that of the top students because their learning strategies are lower than those of the top students. In this regard, whether there is learning strategy training is very important to improve the academic performance of middle school students and underachievers.

The research results have some implications for education and teaching. First of all, teachers should make it clear that pupils need to develop learning strategies; Secondly, teachers should believe that primary school students, especially senior students, can form learning strategies. They should not be satisfied with imparting knowledge to primary school students and neglect or despise the cultivation and training of learning strategies because of their limited experience; Thirdly, in view of the problem of primary school students' learning strategy training, teachers should consider relying on specific disciplines for training, and turn abstract learning strategies into effective operations that students can easily understand and accept, especially can be applied; Finally, we should try to explore the learning strategy training mode of other disciplines, because there are differences in the knowledge structure of different disciplines, and the strategies suitable for mathematics learning are not necessarily suitable for Chinese or other disciplines.