高效模型与推理加速 · CVPR2026 ·2026.06.03

LIFT 与 PLACE:一个简单、稳定且有效的轻量扩散模型知识蒸馏框架

LIFT and PLACE: A Simple, Stable, and Effective Knowledge Distillation Framework for Lightweight Diffusion Models

Hyunsoo Han、Sangyeop Yeo、Jaejun Yoo

与你有关的部分

把教师扩散模型复杂的去噪轨迹拆成「粗对齐 + 精修」两阶段,并用按误差分组的分段局部自适应系数做空间非均匀引导,可直接用于把大 U-Net/DiT 扩散模型蒸馏到极小参数量学生模型(1.3M 参数仍收敛到 FID 15.73),是少步/轻量扩散部署的可复用训练配方。

原文依据 under extreme compression with a 1.3M-parameter student (only 1.6% of the teacher), conventional KD fails to provide sufficient guidance
可迁移到 扩散模型加速采样图像生成模型压缩

摘要译文

由模型翻译 · 术语统一 · 请对照原文核对关键结论

我们证明,在扩散模型的知识蒸馏中,教师网络因其容量显著更大而具有高度复杂的去噪过程,这给学生模型忠实模仿带来了重大挑战。为解决该问题,我们提出一个由基于线性拟合的蒸馏(LIFT)与分段局部自适应系数估计(PLACE)组成的由粗到细蒸馏框架。首先,LIFT 将目标分解为「粗」对齐与「细」精修,学生模型先在粗对齐上训练,再进入困难精修阶段。其次,PLACE 扩展 LIFT 以处理空间非均匀误差,它将输出按误差划分为若干组,从而提供局部自适应的引导。实验表明,LIFT 与 PLACE 在扩散空间(图像/潜空间)、骨干网络(U-Net/DiT)、任务(无条件/条件)、数据集上均有效,甚至可扩展到 MMDiT(SD3)等基于流的模型。此外,在仅有 130 万参数学生模型(仅为教师的 1.6%)的极端压缩下,传统知识蒸馏无法提供足够的引导以稳定训练,弗雷歇初始距离常退化到 50-200 以上,而我们的方法仍能稳定收敛并达到 15.73 的弗雷歇初始距离。

英文原文摘要 1262 字符

We demonstrate that in knowledge distillation for diffusion models, the teacher network's highly complex denoising process--stemming from its substantially larger capacity--poses a significant challenge for the student model to faithfully mimic. To address this problem, we propose a coarse-to-fine distillation framework with LInear FiTting-based distillation (LIFT) and Piecewise Local Adaptive Coefficient Estimation (PLACE). First, LIFT decomposes the objective into a "coarse" alignment and a "fine" refinement. The student is then trained on coarse alignment before proceeding to hard refinement. Second, PLACE extends LIFT to address spatially non-uniform errors by partitioning outputs into error-based groups, providing locally adaptive guidance. Our experiments show that LIFT and PLACE is effective across diffusion spaces (image/latent), backbones (U-Net/DiT), tasks (unconditional/conditional), datasets, and even extends to flow-based models such as MMDiT (SD3). Furthermore, under extreme compression with a 1.3M-parameter student (only 1.6% of the teacher), conventional KD fails to provide sufficient guidance for stable training, with FID scores often degrading to 50-200+, but our method remains stably convergent and achieves an FID of 15.73.

标签

会议 CVPR2026
页码 5564-5573
Bibkey
来源 CVF Open Access