运用Mokhtari等人的阅读策略中的元认知意识和策略量表对 5 71名高中生进行测试。结果发现 ,汉、藏高中生在整体阅读策略和支持阅读策略上差异显著 ,汉族学生整体阅读策略的运用高于藏族学生而在支持阅读策略上则低于藏族学生 ;汉、藏高中男生之间无显著差异 ,女生在支持阅读策略上有显著差异 ,汉族女生高于藏族女生 ;汉、藏一年级学生在支持阅读策略上差异显著 ,藏族学生的策略运用高于汉族学生 ;二年级学生在整体阅读策略上差异极显著 ,汉族学生高于藏族学生。 Five hundred and seventy high school students were tested using metacognitive awareness and strategy scales in Mokhtari et al’s reading strategy. The results show that Han and Tibetan high school students have significant differences in overall reading strategies and supporting reading strategies. Han students’ overall reading strategies are better than Tibetan students in support of reading strategies but lower than those of Tibetan students. Among Han and Tibetan high school boys, There was a significant difference between girls in supporting reading strategies, Han girls were higher than Tibetan girls; Han and Tibetan first-grade students had significant differences in their reading strategies, Tibetan students’ strategies were higher than Han students; Differences in reading strategies were significant, Han students were higher than Tibetan students.