本研究以習慣領域四概念（潛在領域、實際領域、可發概率及可達領域）與認知負荷理論探討三種排版模式對學生文言文閱讀的影響。研究結果顯示：一、排版模式影響學生的認知負荷感受，在閱讀意願及理解程度有顯著差異，顯示當學生閱讀意願高，認為自己的理解程度也高；二、文言文的難易度影響學生對排版模式的認知負荷感受；三、排版模式對於學生學習文言文的學習成效影響，並無顯著差異；四、學習成效與認知負荷感受間存在相關性；五、學生比較偏好L模式。

This paper attempts to use the four elements of the habitual domains (the potential domain, the actual domain, the activation probabilities and the reachable domain) and cognitive load theory to explore the influence of three typesetting modes on the reading of classical Chinese. The results of this research are as the following: Firstly, layout designs influence students' perception of cognitive load, especially in their motivation in reading and comprehension. Students with stronger motivation in reading regard themselves with better comprehension. Secondly, the layout designs of classic Chinese have no prominent influences on students' learning effects. Thirdly, the degree of difficulty of classic Chinese influence students' perception of cognitive load. Fourthly, the learning performance is relevant to cognitive loading. Finally, students prefer L mode.