There were two main purposes for this study. First, two programs, "Strategy training program" and "Strategy plus cognitive monitoring program", were developed and the enhancing and transferring effects of these two programs on the problem solving abilities of the sixth graders in dealing with the questions of inclined-plane task were compared. Second, in order to find out the reasons for students´ learning difficulties, the qualitative research method was used to analyze students´ behaviors and thinking process of problem solving. Ninety sixth graders, 45 male and 45 female, were selected from eight classes in Show Lang Elementary School for this study. They were randomly assigned to three groups: Strategy training group (ST), Strategy plus cognitive monitoring training group (SCMT) and control group (C). Each group had 30 subjects with 15 male and 15 female. These three groups, namely ST, SCMT and C group, received four-session strategy training program, four-session strategy training plus eight-session cognitive monitoring training program, and no training, respectively. There were 60 minutes in each session. The data obtained were analyzed by Chi-square statistics and one-way analysis of variance. After that, the method of individual thinking-aloud interview was used to explore the psychological process of students´ problem solving and to compare differences of transferring processes between ST group and SCMT group. The major findings were summarized as follows: 1. The results from the analysis of the rules used by subjects to solve the inclined-plane task and their error types of the application of these rules indicated that the reasons to be unable to solve problems for most of students were not completely the same. The resons may result from being unable to understand the key points of the problems, unable to translate the written description into inclined-plane task, using the minus strategy to solve problems instead of division strategy, etc. 2. Both "Strategy training program" and "Strategy plus cognitive monitoring training program" showed significant enhancement effects on the rules for the inclined-plane tasks. 3. "Strategy plus cognitive monitoring training program" showed significant transferring effects on the scores for the inclined-plane word problems. But "Strategy training program" showed no significant transferring effects. 4. The results from the analysis of the protocols between SCMT group and ST group indicated that the processes of solving problem of SCMT group were different from those of ST group. Generally speaking, ST group was unable to solve inclined-plan word problem effectively, due probably to lacking of confidence, overemphasizing numbers and ignoring written description. At the end of this paper, results were dicussed, and suggestions about the application of these programs were also offered.