认知负荷理论视阀下同侪互助教学模式重构化工热力学课程的实践探索

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中图分类号：G640 文献标志码：A 文章编号：2096-000X（2025）26-0023-（

Abstract：ThisstudyadressthecognitiveoverloadcausedbytheteachingdificultiesintheChemicalEnginering Thermodynamicscourse，namelythestudents’accessandefortsinunderstanding，memorizingandmasteringlotsofconcepts， formulas，andcalculations.Tosolvetheproblems，thisstudyimplementedaPeer-AsistedLearning（PAL）model which reconstructstheteachingparadigmbasedonconstructivismandcognitiveloadtheory.Throughknowledgesharing，collaborative inquiryandfielagusioalfmeokiteating"mtoolboratiiteactio，i dimensionalmodalities"，and"leaingmanagement-lasroompresentationcolaborativeoptiizatio"wasdeveloped，alogside mechanismsfortaskdecomposition，cognitiveconfictmedition，anddynamicloadregulation.Comparativeanalysisbetweethe experimental group （30 students）and control group （36 students）revealed a 6.88-point increase inaverage scores （ P =0.000 027）， with high-tier performance （good+excellent） reaching 46.7%（ 19.5% in controls）. Self-regulated learning capabilities significantly improved in planning （△+O.59），behavioral control （Δ+0.45） ，and self-reflection（ Δ⋅ +0.64），while over 97% of students affirmed enhancedcompetency，engagement，andinterest.ThefindingsdemonstratethatPALoptimizesknowledgeinternalzationand higher-orderthinkingbyreducingintrinsic/extrinsiccognitiveloadsandactivatinggermanecognitiveresources，oferinga referenceforengineringeducationreform.FutureresearchmayintegrateAI-drivenpersonalizationandlong-temfficacy validation.

Keywords：Peer-AssistedLearningModels；ChemicalEngineringThermodynamics；constructivism;CognitiveLoadTheory; autonomous learning capabilities

化工热力学作为化学工程与工艺专业的核心课程，承担着培养学生工程应用能力的重要使命。（剩余9326字）