Referring to the scaffolding training task chains which facilitate the evolution of psychological schema and basing the theory on the cognitive psychology rationale of interpretation teaching, this study did a quasi-experiment combined with instructional practice. In the experimental class, the instructor carried out a scaffolding training program with saw-tooth pattern of support based on defining the complexities of simulated interpreting task classes. The control class were trained according to the traditional subject-based simulated task. Feedback from questionnaires and interpretation tests showed that the scaffolding training task chains created more germane cognitive load, stimulated learners to invest more meaningful learning time, and significantly improved learning engagement. This study indicated that scaffolding training task chains based on the simplifying conditions can promote effective mental processing in consecutive interpreting.