Critical Thinking: Part II of the 5Cs Framework for Twenty-first Century Key Competences
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摘要: 审辨思维已成为很多国家和地区核心素养模型的重要组成部分，对审辨思维的培养也日益得到教育研究和实践领域的关注。本研究在梳理和回顾已有研究的基础上，尝试把审辨思维的认知技能和思维倾向整合在一起，提出适用于教育领域的审辨思维框架，并对其内涵进行阐释。一个具有审辨思维的个体在面对不同情境时，不但能够不懈质疑、理性分析、不断反思，得出合理的结论或提出有效的解决方案，而且能慎重考虑他人的观点且尊重他人挑战自己观点的权利，包括质疑批判、分析论证、综合生成和反思评估四种能力。本研究提出的审辨思维素养框架，能够为开展审辨思维培养和评价研究提供一定参考和借鉴。Abstract: Critical thinking has become an important part of core literacy model in many countries or regions, world organizations or economies, and also one of the significant education goals at different levels. In recent years, more and more attention has been paid to the cultivation of critical thinking. However, critical thinking has not been clearly defined. In view of the fact that critical thinking skills can’t be completely separated from the dispositions and critical thinking dispositions need to be exposed through critical thinking skills, this study tried to integrate critical thinking skills with dispositions based on previous research, and suggests that critical thinking is the core literacy that individuals need in the future. An individual with critical thinking can not only unceasingly question, rationally analyze, constantly reflect, and draw reasonable conclusion or offer effective solutions when facing different situations, but also consider other people’s views carefully and respect their challenging. The conceptual framework in the present research includes questioning and criticizing, analysis and argumentation, synthesis and generation,reflection and evaluation. The interpretation of critical thinking in this study conforms to the pluralistic characteristics of critical thinking and provides some reference for the cultivation and evaluation of critical thinking in our country.1) ①因三元结构模型中的“intellectual traits”与审辨思维倾向内涵一致，因此本研究将其统一翻译为“思维倾向”。
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表 1 审辨思维理论模型汇总表
模型 主要内容 特点 认知目标分类模型 认知领域的教育目标从最底层到最顶层依次为知识、理解、应用、分析、综合和评价。 6个教育目标反映了人类思考和处理信息的路径，其中三个较高层次目标（分析、综合和评价）经常被认为是审辨思维的反映。 双维结构模型 包含认知技能和思维倾向两个维度：认知技能包括阐述、分析、评价、推理、解释和自我调节；思维倾向指进行审辨思维所需的情感特质，如开放性、分析性、认知成熟度、求真、系统性、好奇心和自信心。 德尔菲项目提出的审辨思维双维模型，将审辨思维分为认知技能和思维倾向两个维度，对审辨思维培养和评价有深远影响。 三元结构模型 包含8项思维元素、10项思维标准和8项思维倾向（intellectual traits）①。思维元素包括目的、问题、观点、信息、推理、概念、假设、启示；思维标准包括清晰性、准确性、精准性、相关性、重要性、完整性、逻辑性、公正性、有广度、有深度；思维倾向包括谦虚、坚持、自主、自信、正直、同情心、勇敢和公正。 三元结构模型中的思维元素、思维倾向、思维标准是一个有机整体。分析思维元素是培养和评估思维能力的必要但非充分条件，思维能力和思维倾向的培养和评价需要以思维标准为依据，思维标准可从不同侧面评估思维能力和思维倾向的有效性和科学性。 审辨思维框架 P21提出的审辨思维框架包括系统分析（systems analysis）、论证分析（argument analysis）、创造（creation）、评估（evaluation）四个认知技能维度，但不包括思维倾向。 突出强调审辨思维的领域特殊性，但忽略审辨思维倾向的作用。 思辨能力层级模型 包括第一层级的元思辨能力和第二层级的思辨能力。元思辨能力指对自己的思辨计划、检查、调整与评估的技能；思辨能力指认知技能（如分析、推理、评价）和认知标准（如清晰性、相关性、逻辑性、深刻性、灵活性）以及与思辨能力相关的情感特质（如好奇、开放、自信、坚毅）。 在借鉴审辨思维双维结构能力模型的基础上复合简化了三元结构模型，概括全面而简洁，对审辨思维培养和评价具有借鉴意义。 
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表 2 审辩思维能力框架
要素 描述 行为表现举例 质疑批判 既包括不轻易接受结论的态度，也包括追根究底的品格。 （1）对既有的观点或做法持怀疑态度；
（2）能从不同角度不断提出新问题；
（3）坚守真理的相对性，不迷信权威；
（4）考虑并包容不同意见，特别是与自己相左的意见。分析论证 强调基于证据的理性思考，能进行多角度、有序的分析与论证。 （1）区分事实与假设，辨别信息的真伪；
（2）选择合适的、多方面的证据；
（3）识别系统中的变量，分析它们之间的关系；
（4）能借助证据、合理的推理形式进行有效论证；
（5）分析论证过程或证据与结论的关系，发现论证过程中的逻辑漏洞。综合生成 在分析论证的基础上进行系统整合与重构，形成观点、策略、产品或其他新成果的过程。 （1）综合不同角度的分析论证得出结论；
（2）形成问题解决方案；
（3）设计与开发新产品。反思评估 基于一定标准对思维过程、思维成果以及行动进行监控、反思、评估和改进，促进自我导向、自我约束、自我监控和自我修正。 （1）评估证据的可靠性及论证过程的逻辑性；
（2）区分因果与相关，考虑其他可能原因或解释；
（3）复盘任务执行过程及完成情况，反思经验与教训；
（4）基于证据评估自己、他人或团队的行为表现；
（5）在对思维、行为、产品等评价的过程中能运用适当的标准。
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