本研究主要在探討高職電子科學生學習基本電學之認知負荷問題，依據文獻探討及研究發現歸納成結論，並提出建議，以作為高職教師未來教學之參考。
本研究係以認知負荷為理論基礎，並參考多位學者所發展之認知負荷量表，將認知負荷分為六個構面（心智負荷、生理負荷、時間負荷、難易程度、挫折容忍力、表現程度），作為高職電子科基本電學認知負荷的構面，並發展以「高職學生認知負荷調查問卷」對台北縣市高職學校選取瑞芳高工、大安高工、協和工商、豫章商工、滬江中學、木柵高工、內湖高工、松山工農及智光商工等九間公私立高職進行研究，隨機抽樣868位高職電子科一年級學生進行問卷調查。
本研究樣本班級數共22班，總人數共868人。研究發現高職認知負荷量表的信度為.861，以基本電學交流電單元成績T分數為效標，分別求其與六個分量表與全量表的相關，發現其效標關聯效度均達顯著相關，顯示量表具有良好的信效度，且研究發現不同的學生個人背景變項、學業成績與高職認知負荷有顯著相關。最後，根據研究發現，對於未來高職認知負荷量表建立提出一些建議，期使高職認知負荷量表的發展更趨完整。

This study aims to discuss the cognitive load problems of technical vocational high school students on learning basic electricity. This study combined the relevant research papers and a case study of the present condition in Taiwan to get some conclusions, and offered some suggestions for high school teachers.
This study, based on the theory of cognitive load, developed a questionnaire with six dimensions: “Mental Load”, “Physical Load”, “Temporal Load”, “Effort”, “Frustration Tolerance”, and “Performance” to measure vocational high school students’ cognitive load on learning basic electricity. Data of this case study were collected from 868 participants, who were randomly selected from 9 high schools in Taipei Area.
The results show that the reliability of cognitive load inventory is 0.861, and the correlation between criterion-related validity in basic electricity and cognitive load achievement is significant. Thus, this inventory has good reliability and validity. In addition, the present study also finds out that student’s background characteristics and basic electricity achievement also have obvious relationship with cognitive load inventory. Finally, according the findings of this study, we suggest several recommendations for further studies on cognitive load inventory.

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