阅读作为人类获取信息的重要方式，在信息时代已逐渐由单一文本阅读演变为多来源、多冲突的多文本阅读，在2022年新版义务教育科学课程标准中，明确提出了教师要在开发课程资源上，融入形式多样的文本，让学生在各类型的文本中批判性地获取信息。而这种多文本阅读的形式对于小学生来说，会大量消耗其认知资源，为学生造成认知负荷。根据认知负荷理论可对认知负荷分为三类：内部认知负荷，外部认知负荷，和相关认知负荷。其中相关认知负荷是学生真正用于解决问题，图示构建的工作记忆，对学习是有积极作用的。因此，探究科学多文本阅读中，学习者的心理表征过程是如何的，与认知负荷产生的理论框架中相对应的学习者的哪些特征会影响三类认知负荷，成为本研究要解决的主要问题。

研究首先通过文献调研梳理并阐述了科学多文本阅读与认知负荷之间的密切关系，以多文本阅读的心理表征和认知负荷理论框架为指导，从现有的研究中整理出认识论信念、自我调节、先前知识、感知任务难度四个主要影响因素，并在导师组成员和在职科学教师的合力下整合修订各类影响因素的测量量表，使其适应与对小学四年级到五年级的调查；接下来，从科普读物，百度百科，网友评论等多种方式获取关于全球气候变暖的多文本；最后将整理的多文本和问卷信息整合成一本册子，以小学四年级、五年级的学生为调查对象，让学生开展科学多文本阅读；最后回收录入数据，并对原始模型进行拟合和修正。

研究结果表明:（1）认识论信念中来源信念在本研究中对三类认知负荷并无显著影响，确定性信念对外部认知负荷有显著负影响，复杂性信念对三类认知负荷均有显著正影响，确证性信念对内部认知负荷和相关认知负荷有显著正影响，（2）自我调节对三类认知负荷均有显著正影响，（3）先前知识对内部认知负荷有显著负影响，（4）感知任务困难对内部认知负荷有显著负影响，对外部认知负荷有显著正影响。本文深入研究了各影响因素在科学多文本阅读中对三类认知负荷的具体影响，成为了认知负荷理论和多文本阅读领域的重要补充。

Reading, as an important way for humans to obtain information, has gradually evolved from single-text reading to multi-source, multi-conflict multi-text reading in the information age. In the new 2022 edition of the compulsory science curriculum standards, it is clearly proposed that teachers should develop curriculum resources that incorporate diverse forms of texts and allow students to critically access information in various types of texts. This form of multi-text reading for elementary school students will consume a lot of their cognitive resources and create cognitive load for students, but according to the classification of cognitive load, not all cognitive load is harmful and the increase of germane cognitive load is positive for learning. Therefore, exploring how learners' mental representation processes in scientific multi-text reading, and which characteristics of learners corresponding to the theoretical framework of cognitive load generation affect the three types of cognitive load became the main questions to be addressed in this study.

The study first sorted out and elaborated the close relationship between scientific multi-text reading and cognitive load through literature research, guided by the theoretical framework of mental representations and cognitive load of multi-text reading, compiled four main influencing factors of epistemic beliefs, self-regulation, prior knowledge, and perceived task difficulty from existing studies, and integrated and revised the various types of influencing factors with the combined efforts of mentor group members and in-service science teachers .Next, multiple texts on global warming were obtained from popular science books, Baidu encyclopedia, and Internet users' comments; Finally, the collated multiple texts and questionnaire information were integrated into a booklet, and students in the fourth and fifth grades of elementary school were targeted to conduct scientific multi-text reading; finally, the data were collected and entered, and the original The model was fitted and corrected.

The findings indicated that (1) epistemic beliefs in source beliefs did not have a significant effect on the three types of cognitive load in this study, certainty beliefs had a significant negative effect on extraneous cognitive load, complexity beliefs had a significant positive effect on all three types of cognitive load, and justification beliefs had a significant positive effect on intrinsic cognitive load and related cognitive load, (2) self-regulation had a significant positive effect on all three types of cognitive load, and (3) prior knowledge had a significant negative effect on intrinsic cognitive load, and (4) Perceived task difficulties had a significant negative effect on intrinsic cognitive load and a significant positive effect on extraneous cognitive load. This paper provides insight into the specific effects of each influencing factor on the three types of cognitive load in scientific multi-text reading and becomes an important addition to the field of cognitive load theory and multi-text reading.