——基于多模态教学模式的探讨

对外汉语阅读教学文化认知负荷降低策略Strategies for Reducing Cultural Cognitive Load in TCSOL Reading—An Exploration Based on a Multimodal Teaching Model

摘要: 随着国际中文教育的深入发展，学习者在阅读中因文化背景陌生而产生的认知负担问题日益突出。本文将认知负荷理论及霍夫斯泰德的文化维度理论拓展至跨文化语言教学领域，系统分析了对外汉语阅读教学中文化认知负荷的分类、成因与影响因素，并在此基础上构建了旨在降低负荷的多模态教学模型。我们认为，文化认知负荷可分为内在负荷、外在负荷与相关负荷三类，其产生源于文化典故理解障碍、传统习俗认知隔阂等差异，并受到教材内容、教学方法与学生个体差异的共同影响。为有效应对这些负荷，本文从多模态表征消解、成因干预及教学体系优化三个维度提出了具体策略，旨在为提升对外汉语阅读教学效果提供理论与实践参考。

Abstract: With the in-depth development of international Chinese education, the problem of cognitive load incurred by learners due to unfamiliar cultural backgrounds in reading has become increasingly prominent. This paper extends the Cognitive Load Theory and Hofstede’s Cultural Dimension Theory to the field of cross-cultural language teaching, systematically analyzes the classification, causes and influencing factors of cultural cognitive load in teaching Chinese as a foreign language (TCFL) reading, and on this basis constructs a multimodal teaching model aimed at reducing such load. It is argued that cultural cognitive load can be categorized into three types: intrinsic load, extraneous load and germane load. Its generation stems from differences such as obstacles in understanding cultural allusions and cognitive barriers to traditional customs, and is jointly influenced by textbook content, teaching methods and individual differences among students. To effectively address such load, this paper puts forward specific strategies from three dimensions: multimodal representation elimination, cause intervention and teaching system optimization, aiming to provide theoretical and practical references for improving the teaching effect of TCFL reading.