Abstract: From the perspective of cognitive science, cognitive load theory holds that working memory capacity is quite limited when processing information. In addition, the cognitive load mode of interpretation proposed by Gile points out that the total attention needed in interpreting must be less than that of an interpreter's capacity. In consecutive interpretation teaching, teachers should integrate teaching materials, use the training methods of meaning listening and identification in the right way, reduce outside cognitive load during the first stage of interpretation and establish relevant cognitive load, and therefore increase the efficiency.