本文从认知负荷理论的角度对对外汉语课堂PowerPoint课件探讨其有效设计。在以往相关研究的基础上再考虑课程性质的特点，整理出对外汉语课堂独有的三点外在认知负荷因素，即文字表现的任务指示、文字表现的题目和参考或补充视频里的语音表现，从此结果对对外汉语课堂PowerPoint课件设计提出相应的对策，即利用样例、用翻译词或提前统一学习、教师的简述和课件里同时呈现生词。但所有建议要在针对人群的课件里使用，否则这些对策给内在认知负荷带来不好影响或变成冗长信息。
This paper explores the effective design of PowerPoint courseware in TCSL from the perspective of cognitive load theory. On the basis of previous researches and in combination with characteristics of the curriculum, this paper sorted out three extraneous cognitive load factors in TCFL: instructions and questions of written expression, and phonetic expression in reference or supplementary video, and then put forward countermeasures for the design of PowerPoint courseware in TCFL classrooms by using examples, translated words or unified learning in advance, teacher’s briefing and simultaneous presentation of video and new words. However, all these suggestions should be oriented towards the targeted groups; otherwise the countermeasures would have a negative influence on intraneous cognitive load or turn into redundant information.
