基于认知负荷理论的高考试题难度分析探讨  

An Analysis and Discussion on the Difficulty of Gaokao Test Items Based on Cognitive Load Theory

作　　者：姚娟娟 王后雄[1] YAO Juanjuan;WANG Houxiong(Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学,武汉430079

出　　处：《中国考试》2025年第4期11-21,共11页journal of China Examinations

基　　金：2024年度教育部人文社会科学研究规划基金项目“中国式现代化背景下高考分省命题质量诊断标准体系及监控机制研究”(24YJA880057)。

摘　　要：科学设置试题难度对于实现高考科学性和公平性具有重要意义。基于认知负荷理论评估试题难度的理论依据主要包括三个方面,即以突出问题解决为逻辑起点、以强调主客统一为核心指向、以融合多维影响为关键内容。三种认知负荷共同影响试题难度,具体而言,内在认知负荷关涉试题难度的核心要素,外在认知负荷影响试题难度的表征方式,相关认知负荷影响面对试题难度的元认知能力。今后,应从学理研究、量化指标构建两个方面开展试题难度调控的可行性路径研究。Establishing an appropriate difficulty level for test items is essential to ensure the scientific validity and fairness of Gaokao.Evaluating test-item difficulty based on cognitive load theory rests upon three foundational principles:adopting problem-solving as the logical starting point,emphasizing the unity of subjective and objective factors as the core orientation,and integrating multidimensional influences as the key content.Three types of cognitive load jointly affect the difficulty of test items.Specifically,intrinsic cognitive load relates to the core elements of test-item difficulty,extraneous cognitive load affects the manifestation of difficulty,and germane cognitive load impacts examinees'metacognitive capabilities when addressing challenging items.Future research should explore feasible avenues for difficulty regulation through theoretical investigations and the development of quantitative indices.

关 键 词：认知负荷 试题难度 高考 考试公平 影响因素 

分 类 号：G405[文化科学—教育学原理]