| Students'academic burden is a common problem of objective existing in educational practice. At present, it is a reality problem that Chinese students'academic burden is too heavy. The typical defect of examination-oriented education is that students have too heavy academic burden. A breakthrough in the implementation of quality education is to reduce students'academic burden. But by how, by what is a big problem. In fact, the level of cognitive load is a core indicator to reflect students'academic burden. Therefore, the key of reducing the academic burden is to reduce the cognitive load on students in the process of learning. In recent years, cognitive load theory is developing rapidly in foreign countries, it is mainly research about complex cognitive task of learning. From the 1980s, western educational psychologists carry out many specific applied researches about the cognitive load in the process of learning. However, at present, no one carry out a research of the cognitive load in students reading Chinese chapter. Under the guidance of the cognitive load theory, borrow ideas from the results of foreign countries'cognitive load, we hope that through different instructional design to study the students'cognitive load in reading Chinese chapters. We hope that the results of experiments can provide some theoretical guidance for reading teaching.In experiment I, we marked different number signals implying the structure of the article to a same article, then compared if there were differences in participants'cognitive load and reading achievement. At the same time, we compared if there were differences in cognitive load and achievement between the high-level reading and the low-level reading. In experiment II, we provide two articles (one is easy, other is difficult) which have two mode of presentations for high-level reading participants and low-level reading, the purpose of the experiment is to compare if there were difference in cognitive load and reading achievement between the different difficult articles, the different mode of presentations and the different reading levels participants. In experiment I, we employed a between-group design, i.e.,3(factor1: text organizational signals,①no text organizational signals;②part of text organizational signals;③i ntegrity of text organizational signals)×2 (factor2: reading level①high-level reading ;②low-level reading).Experiment II is a 2×2×2 three factors mixed design, factor1: presentation mode(①linear text;②hypertext), factor2: reading level(①high-level reading;②l ow-level reading), factor3:difficulty of articles((①easy;②difficult). Factor3 is within subject variables, factor1 and factor2 are between subject variables. We get the following conclusions:Firstly, text organizational signals could significantly reduce high-level reading's cognitive load, could significantly improve high-level reading's reading achievement. Secondly, in the condition of part of text organizational signals, low-level reading's cognitive load was significantly higher than that of high-level reading's; in all conditions of text organizational signals, low-level reading's reading achievement was significantly lower than that of high-level reading's.Thirdly, participants'cognitive load of reading the difficult article was significantly higher than that of reading the easy article, participants'reading achievement of reading the difficult article was significantly higher than that of reading the easy article.Fourthly, when materials was presented in the form of linear text, low-level reading's cognitive load was significantly higher than that of high-level reading's; materials was presented in the form of hypertext could significantly improve participants'reading achievement.Fifthly, whether the article was easy or difficult, high-level reading's reading achievement was significantly higher than that of low-level reading's.
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