目的　探讨治疗大学生学习障碍的有效途径。方法　运用认识领悟疗法对 4 2名大学生进行 1 .5～ 4 .5小时 ,分 1～3次治疗 ,采用非参数检验方法统计被试治疗前后心理自评的 1 6个因子得分差异。结果　被试在注意、非智力心理素质 ,学习策略和方法的自我评分均得到了提高 ,有显著和极显著意义 ( P<0 .0 5 ,P<0 .0 0 1 ) ,对治疗后被试的书面报告以及调查材料定性分析 ,其意义主要表现在 3个方面 :1自我认识更加客观 ;2自信心增强 ;3责任感得到强化。结论　通过纠正被试认识偏差 ,使被试发生领悟 ,从而使其思维、认识走上正确轨道。在短期内治疗大学生学习障碍有积极作用 Objective To explore effective ways to treat college students with learning disabilities. Methods A total of 42 college students were treated for 1.5 to 4.5 hours and 1 to 3 times with cognitive comprehension therapy. The differences of scores of 16 factors in psychological self-assessment before and after treatment were calculated by non-parametric test. Results The participants noticed that the self-rating of non-mental-psychological quality, learning strategies and methods were significantly improved (P <0.05, P <0.01) Test written reports and qualitative analysis of the survey material, its significance mainly in three aspects: 1 self-awareness is more objective; 2 self-confidence; 3 sense of responsibility has been strengthened. Conclusion By correcting the subject ’s cognition deviation, the subjects make their comprehension, so that their thinking and understanding are on the right track. In the short term treatment of college students have a positive effect of learning disabilities