现今，高效阅读在英语学习中起着十分重要的作用。传统的教学方法着重于语法和翻 译，正相反，概念图以视图的形式展示学习内容。众所周知，由于高考，高中生们承受着 巨大的压力，心理压力和学习情况紧密相关。基于认知负荷理论的概念图策略的设计目的 是通过降低学生的认知负荷，而提高他们的阅读理解能力。本文主要研宄的是与传统教学 法相比，认知负荷理论视角下的概念图策略是否对英语阅读有积极影响，从而对阅读教学 提出建议。 本文主要探索认知负荷理论的概念图策略是否对英语阅读教学有效，并且如何运用概 念图策略降低学生的认识负荷水平，同时提高他们的阅读能力。具体研宄问题是：（1）在 英语阅读中，基于认知负荷理论的概念图策略是否比传统教学方法有效？ （2）认知负荷 理论的概念图策略在哪些方面提高学生的阅读能力且降低他们的认知负荷？本研宄在北 京师范大学（珠海）附属高级中学开展，来自两个平行班级的101位高一学生参与实验。 前测结果得出，两个班学生的英语水平相当。实验组运用基于认知负荷理论的概念图策略， 控制组采用语法翻译法。本文包括定量研宄和定性研宄，实验前后进行两次英语阅读理解 测试和认知负荷测量，最后是访谈。 收集数据后采用SPSS. 20工具进行分析整理，运用皮尔森相关系数分析学生阅读成绩 与认知负荷之间的关系。研宄结果表明，阅读成绩和认知负荷之间存在负相关关系。笔者 运用独立样本T检验分析实验组和控制组的阅读成绩及认知负荷。和控制组相比，实验组 获得更高的阅读成绩和较低的认知负荷。研宄结果表明基于认知负荷理论的概念图策略有 助于提高阅读能力，尤其是文意理解能力和推理能力。以本研宄为基础，笔者对阅读教学 提出几点教学思考。总而言之，认知负荷理论视角下的概念图策略对阅读产生积极影响。 因此基于认知负荷理论的概念图策略在英语教学中值得被广泛推崇。

Nowadays, effective reading is of vital importance in English learning. Traditional teaching method mainly focuses on grammar and translation. On the contrary, concept map demonstrates learning content in visual diagram. As is known to us, senior high school students are under great pressure due to the college entrance examination. Mental stress is highly correlated with academic performance. CLT-based concept map strategy is designed to improve students’ reading comprehension by reducing their cognitive load. The present study aims to testify whether CLT-based concept map approach has a positive influence on English reading when comparing with traditional teaching method. Therefore, the results of the study give suggestions for reading teaching. The present study aims to find out whether CLT-based concept map strategy is effective for English reading teaching, and how to use concept map strategy to reduce students’ cognitive load as well as improve reading ability. Two research questions are addressed: (1) Is CLT-based Concept Map Strategy more effective than traditional teaching method in English reading? (2) In what ways CLT-based concept map strategy improve students’ reading ability and reduce students’ cognitive load? The research is conducted for a semester in the Senior High School Attached to Beijing Normal University at Zhuhai, Guangdong Province. 101 senior grade one students from two parallel classes are taken part in the experiment. Students in two classes are at the same English proficiency level due to the results of pre-test. CLT-based concept map strategy is applied in EG while CG conveys grammar translation methodology. The present study includes both quantative research and qualitative analysis. Two tests and questionnaire about cognitive load are carried out before and after the experiment, then an interview is followed. After data collection, data analysis is computed by SPSS. 20. The Pearson Correlation Coefficient is adopted to figure out the relation between students’ reading score and cognitive load. The result indicates that there is a negative correlation between reading score and cognitive load. The Independent-Samples T Test is used to analyze the reading score and cognitive load between EG and CG. Compared with CG, EG gets higher reading score and lower cognitive load. The result shows that CLT-based concept map approach contributes to developing reading ability especially literal comprehension and inference comprehension. On the basis of the research, the author offers several pedagogical implications for reading teaching. In short, CLT-based concept map strategy has positive influence on reading so that it is worth advocating in English teaching.