鲍玲玲

大学英语教学深度融合项目式学习（PBL）与翻转课堂的模式，旨在通过重构教学时序来深化语言应用与思维训练。然而，实践中学习者常面临课前知识传输与课中项目探究叠加带来的“双重认知负荷”，导致学习进程受阻。为破解这一瓶颈，本研究以认知负荷理论为基石，借鉴工程领域的轻量化思维，首创性提出“3-7-15”教学框架。该框架的核心在于对学习流程进行系统性“减重”与“增效”：通过设计3分钟高度聚焦的“靶向微课”精准降低外在负荷；布置7分钟阶梯式“认知积木任务”有效管理内在负荷；组织15分钟高强度“情境化课堂活动”充分激发关联负荷。一项在重庆工业职业技术大学开展的、为期16周、涉及88名学生的对照实验证实，应用该框架的实验组，其外在认知负荷（以NASA-TLX量表测量）显著降低，课堂深度参与度与项目成果质量均优于传统教学组。本研究为优化大学英语项目式翻转课堂提供了兼具理论严谨性与实践操作性的本土化方案。

项目式学习；翻转课堂；认知负荷；轻量化设计；大学英语；“3-7-15”框架

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