认知压力是学习环境促使学习者进行不同类型认知活动的积极力量，根据其促使学习者进入的认知程序不同，可分为一级认知压力和二级认知压力。本研究以滨州市6所高中的620名高中生为研究对象，探究高中地理课堂施加认知压力提升地理成绩的内在机制，发现在高中地理课堂上施加一级认知压力，教学收益存在“天花板效应”，仅在地理成绩75分以下研究对象中，一级认知压力能够在一定程度上提升学生学习投入，进而提升地理成绩；在高中地理课堂上合理施加二级认知压力，则对地理学习具有广泛促进作用，二级认知压力能通过学习投入的中介作用提升地理成绩。教师在课堂教学过程中，可通过分层处理教学内容，匹配差异化认知压力，以及针对个体认知差异，设计弹性任务要求的方式优化教学合理性，提升课堂效率。

Cognitive holding power refers to the proactive force within a learning environment that encourages learners to engage in diff erent types of cognitive activities. Based on the cognitive processes it prompts learners to enter, it can be classifi ed into primary cognitive holding power and secondary cognitive holding power.Taking 620 senior high school students from six schools in Binzhou City as the research subjects, this study explores the internal mechanism through which cognitive holding power in senior high school geography classrooms enhances academic performance in geography. The findings reveal that applying primary cognitive holding power in geography classrooms shows a ceiling eff ect in terms of teaching eff ectiveness. It only improves learning engagement—and thereby geography performance—among students scoring below 75 points in geography.In contrast, appropriately applied secondary cognitive holding power broadly promotes geography learning. It enhances geography performance through the mediating role of learning engagement. To optimize instructional eff ectiveness and classroom effi ciency, teachers can stratify teaching content to align with diff erentiated levels of cognitive holding power, and design fl exible task requirements based on students’ individual cognitive diff erences.