认知负荷理论是基于人类认知结构和外界信息的交互作用而提出的。它强调有效的教学应统筹任务的三种负荷:降低任务的内在负荷和外在负荷,提高任务的有效负荷。从认知负荷理论的视角来审视幼儿园美术活动任务难度的设置与调控时,提倡教师:了解幼儿园美术活动任务难度设置的维度;根据不同年龄、班级幼儿的认知差异设置有层次性的任务;优化任务的呈现方式;提供必要的支架;激发幼儿的认知投入以及对学习的渴望。 Cognitive load theory is based on the interaction between human cognitive structure and external information. It emphasizes that effective teaching should co-ordinate the three tasks of a task: to reduce the inherent load and external load of the task, and to improve the payload of the task. From the perspective of cognitive load theory to examine kindergarten art activities task difficulty setting and regulation, to promote teachers: to understand kindergarten fine arts task difficulty set dimensions; according to different age, class toddler cognitive differences set a hierarchical task; Optimize the presentation of tasks, provide the necessary support, stimulate cognitive input and desire for learning.