【摘要】 课堂内提质增效是落实“双减”政策的根本途径和必然要求。澳大利亚减负教学模式以认知负荷理论为基础，把直接教学和建构主义教学融为一体，通过管理学生课堂学习过程中的认知负荷来提高学生学习动机和学习投入，从而实现课堂内提质增效。澳大利亚减负教学模式包括5个关键程序：降低学习难度、提供支持和脚手架、充足的结构化练习、提供反馈以及在指导下的独立学习。实证研究表明，澳大利亚减负教学模式指导下的教学能有效提高学生学习动机和课堂投入，进而提高学生学业水平，可为我国课堂提质增效提供重要启示。更多还原

【Abstract】 To improve classroom quality and effectiveness is the basic solution and inevitable requirement of implementing the “double reduction” policy. On the basis of cognitive load theory, Load Reduction Instruction(LRI)in Australia integrates direct teaching and constructivist teaching, and insists on improving students’ motivation and engagement by managing students’ cognitive load in the classroom learning process, thus improving classroom quality and effectiveness. LRI in Australia includes five key procedures, that is, reducing the learning difficulty, providing support and scaffolding, ample structured practice, providing feedback, and conducting independent learning under guidance. Empirical studies show that teaching under the guidance of LRI of Australia can effectively improve students’ learning motivation and engagement, and then improve students’ academic level and provide significant enlightenment for improving quality and effectiveness in China’s classrooms.更多还原