隨著短影音平台崛起，其演算法推薦與無阻力介面引發全球「數位注意力危 機」。短影音的高刺激導致大腦工作記憶超載，並產生嚴重認知負荷，削弱學生的語文 理解、持續專注力與批判性思考。研究發現，各國制度因應數位注意力危機的做法可歸 納為四個類型：一、「國家立法全面禁止」的物理隔離；二、「核心限制與教學豁免」 的彈性管理；三、「權責下放與學校自主」的指導方針；四、「數位人權平衡與素養並 行」的重構路徑。本文論證教育現場正經歷典範轉移，教學重心需從「行為管控」轉向 「注意力引導」與「數位自律培育」，最後建議透過法規精準規範、分齡治理、深化社 會情緒學習（Social Emotional Learning, SEL）及推動專題研究（Project-Based Learning,  PBL），在技術融入與專注力保護間尋求平衡，協助學生重奪認知主導權。

With the rise of short-form video platforms, their algorithmic recommendations and frictionless interfaces have triggered a global “digital attention crisis.” The high stimulation of short videos overloads the brain’s working memory and induces a severe cognitive load, thereby undermining students’ linguistic comprehension, sustained attention, and critical thinking. Research indicates that global institutional responses can be categorized into four types: physical isolation through “complete national legislative bans”; flexible management via “core restrictions with pedagogical exemptions”; guiding frameworks based on “decentralized authority and school autonomy”; and a reconstructive path featuring “the balance of digital rights and literacy integration.” Finally, this paper argues that the educational landscape is undergoing a paradigm shift, where the focus of instruction must transition from “behavioral control” to “attention guidance” and “the cultivation of digital self-discipline.” It recommends achieving a balance between technological integration and attention protection through precise regulatory frameworks, age-appropriate governance, the deepening of social-emotional learning (SEL), and the promotion of project-based learning (PBL), ultimately helping students reclaim their cognitive autonomy.