基于认知负荷理论的高中英语阅读多媒体教学路径研究

Research on the Multimedia Teaching Path of High School English Reading Based on the Theory of Cognitive Load

摘要: 本文以认知负荷理论为指导，针对高中英语阅读教学中存在的认知超载与多媒体滥用问题，结合人教版教材必修一第四单元自然灾害主题阅读文本，提出多媒体教学设计优化策略。通过分阶段信息呈现、交互式工具辅助及多模态资源整合，平衡内在、外在与关联认知负荷，促进学生深度理解与核心素养发展。本研究建构的多媒体教学路径契合认知发展规律，可作为高中英语阅读多媒体教学设计的参考范式，为信息技术与英语阅读教学深度融合提供理论思路与实践案例。

Abstract: Guided by the cognitive load theory, this paper addresses the issues of cognitive overload and the misuse of multimedia in high school English reading teaching. By taking the reading text on natural disasters in Unit 4 of the Compulsory 1 textbook of the People’s Education Edition as an example, it proposes optimization strategies for multimedia teaching design. Through phased information presentation, interactive tool assistance, and multi-modal resource integration, it aims to balance intrinsic, extrinsic, and germane cognitive loads, promoting students’ in-depth understanding and the development of core competencies. This constructed multimedia teaching path conforms to students’ cognitive rules. It can serve as a reference model for multimedia teaching design of high school English reading, and provide theoretical ideas and practical cases for the in-depth integration of information technology and English reading teaching.