认知负荷理论视角下初中英语阅读策略对比研究——以合肥四十六中海恒分校为例
A Comparative Study of English Reading Strategies on Junior High School Students from the Perspective of Cognitive Load Theory—Taking Hefei No. 46 Middle School Haiheng Branch as an Example
摘要: 针对初中生英语阅读费时低效问题，基于认知负荷理论，以某初中86名学生为对象，通过问卷与访谈探究学优生与学困生阅读策略差异。发现：学优生能有效运用认知、元认知及情感策略降低认知负荷，而学困生策略运用单一低效；双方交际策略使用均薄弱。建议：教师实施分层教学并强化策略指导；课程改革需关注认知负荷差异；学生需主动应用高效策略。
Abstract: Aiming at the problems of time-consuming and inefficient English reading among middle school students, based on Cognitive Load Theory, this study investigated the differences in reading strategies between high-achieving and low-achieving students through questionnaires and interviews involving 86 students from a middle school. The findings reveal that high-achieving students effectively employ cognitive, meta-cognitive, and affective strategies to reduce cognitive load, while low-achieving students use strategies in a singular and inefficient manner. Both groups show weakness in employing communicative strategies. Recommendations include: teachers implementing differentiated instruction and strengthening strategy guidance; curriculum reforms paying attention to differences in cognitive load; and students proactively applying efficient strategies.
文章引用：帅至徽, 陈英. 认知负荷理论视角下初中英语阅读策略对比研究——以合肥四十六中海恒分校为例[J]. 教育进展, 2025, 15(11): 1715-1723. https://doi.org/10.12677/ae.2025.15112222

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