Thinking Skills and Creativity最新文献_第3页

Promoting undergraduates’ computational thinking in a knowledge building environment 在知识建构的环境中培养大学生的计算思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-01 DOI: 10.1016/j.tsc.2026.102131

Zuokun Li , Shaoming Chai , Pey-Tee Emily Oon

Cultivating computational thinking (CT) in higher education remains challenging. Despite diverse pedagogical practices, CT’s abstract and multifaceted nature often hinders effective teaching and assessment. Knowledge building (KB) positions students as active constructors of knowledge who collaboratively create artifacts—objects to think with—that help externalize and refine their CT understanding and practices. Although KB shows promise for enhancing CT, its pedagogical use in higher education is still underexplored. This study proposes a framework for designing a knowledge building environment (KBE) based on KB theory that represents CT through artifact creation and evaluates its effectiveness in supporting undergraduates’ CT development from both process- and outcome-oriented perspectives. Forty-eight undergraduates from a Chinese university were randomly assigned to ten groups. Each group, guided by KB principles, engaged in problem-solving within the designed KBE to create computational artifacts through CT tasks. Data were collected from online discourse, pre- and post-test CT competency scales, and final artifacts. We employed nonparametric tests and correlation analysis to examine the data. Findings from both process and outcome data show that engaging in CT tasks—abstraction & decomposition, data practices, algorithmic thinking, automation, modeling, & simulation, and evaluation & generalization—within a well-designed KBE significantly improved students’ CT skills. The analysis revealed differences in student engagement and performance on these CT tasks, as reflected in their discourse and group products. Following their participation in CT tasks within the KBE, students’ CT competencies—algorithmic thinking, cooperativity, critical thinking, and problem-solving—improved significantly, whereas creativity showed no comparable gains. Our study found a significant positive correlation between undergraduates’ engagement in CT tasks and their performance on computational artifacts, but no such correlation with their perceived CT competencies. This study informs CT instruction grounded in KB theory that fosters undergraduates’ CT development and emphasizes the use of combined assessment approaches to better understand their learning within KBEs.

在高等教育中培养计算思维（CT）仍然具有挑战性。尽管教学实践多样化，但CT的抽象性和多面性往往阻碍了有效的教学和评估。知识构建（KB）将学生定位为积极的知识构建者，他们协作创建工件——用来思考的对象——帮助具体化和完善他们的CT理解和实践。尽管KB显示出增强CT的希望，但其在高等教育中的教学应用仍未得到充分探索。本研究提出了一种基于知识构建理论的知识构建环境（KBE）的设计框架，该框架通过人工制品的创造来表现CT，并从过程导向和结果导向的角度评估了其在支持大学生CT发展方面的有效性。来自中国一所大学的48名本科生被随机分为10组。每个小组，在知识库原则的指导下，在设计的知识库中解决问题，通过CT任务创建计算工件。数据收集自在线话语、测试前和测试后的CT能力量表以及最终的伪影。我们采用非参数检验和相关分析来检验数据。过程和结果数据的研究结果表明，在设计良好的KBE中，参与CT任务——抽象和分解、数据实践、算法思维、自动化、建模、模拟和评估和概括——显著提高了学生的CT技能。分析揭示了学生在这些CT任务上的参与和表现的差异，这反映在他们的话语和小组产品中。在参与了KBE内的CT任务后，学生的CT能力——算法思维、合作能力、批判性思维和问题解决能力——显著提高，而创造力则没有相应的提高。我们的研究发现，大学生参与CT任务与他们在计算伪影上的表现之间存在显著的正相关，但与他们感知到的CT能力之间没有这种相关性。本研究以KB理论为基础，指导CT教学，促进本科生的CT发展，并强调使用综合评估方法来更好地了解他们在KBEs中的学习。

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引用次数: 0

Becoming a designer-scientist: A designer’s journey into laboratory practice and material characterization as creative tools for biodesign with bacterial cellulose 成为一个设计师-科学家：一个设计师的旅程进入实验室实践和材料表征作为创造性工具的生物设计与细菌纤维素

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-01 DOI: 10.1016/j.tsc.2025.102125

Luis Quijano , Ziyuan Jing , Tiziana Ferrero-Regis , Laura Navone , Dmitri Golberg , Wenqing Zhang

With the integration of biotechnology into design practices (biodesign), designers are learning to navigate between the interfaces of design and science. However, for designers, the laboratory often remains an unfamiliar environment: structured, procedural, and often perceived as incompatible with creative practice. This study attempts to demystify laboratory practice and explores how laboratory practice can function as a creative methodology for designers through the reflection of the primary author’s journey from designer to designer-scientist with an autoethnographic exploration of bacterial cellulose. Conducted within a chemistry laboratory, this study investigates how scientific protocols, tools, and material characterization techniques can inform design decisions and expand material design for designers. The findings show that engaging with laboratory methodologies allow designers to think through materials by observing transformation at both aesthetic and molecular levels, linking empirical data to creative decision-making. Reflecting on moments of uncertainty, adaption and learning, this study illustrates how laboratory practice reshapes the designer’s practice and identity, fostering confidence and fluency across disciplinary boundaries. Ultimately, this study argues that the act of “becoming a designer-scientist” reframes biodesign as both an empirical and reflective practice, while opening new pathways for sustainable and transdisciplinary futures.

随着生物技术融入设计实践（生物设计），设计师们正在学习如何在设计和科学的界面之间导航。然而，对于设计师来说，实验室往往是一个不熟悉的环境：结构化、程序化，常常被认为与创造性实践不相容。本研究试图揭开实验室实践的神秘面纱，并通过对主要作者从设计师到设计师-科学家的旅程的反思，通过对细菌纤维素的自我民族志探索，探索实验室实践如何作为设计师的创造性方法论发挥作用。本研究在化学实验室中进行，研究了科学协议、工具和材料表征技术如何为设计决策提供信息，并为设计师扩展材料设计。研究结果表明，使用实验室方法可以让设计师通过观察美学和分子水平的变化来思考材料，将经验数据与创造性决策联系起来。本研究反映了不确定、适应和学习的时刻，说明了实验室实践如何重塑设计师的实践和身份，培养跨越学科界限的信心和流畅性。最后，本研究认为，“成为一名设计师-科学家”的行为将生物设计重新定义为一种经验和反思的实践，同时为可持续和跨学科的未来开辟了新的途径。

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引用次数: 0

Design and verification of self-facilitation card-based toolset for complex problem-solving 设计和验证基于自简化卡的复杂问题解决工具集

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-01 DOI: 10.1016/j.tsc.2026.102130

Yingting Chen , Taro Kanno

Although collaboration is essential for solving complex problems, many teams lack access to skilled facilitators who can structure effective discussions. In resource-constrained settings, such as collaborative business decision-making, external facilitation is often infeasible, placing the burden of coordination and reasoning on the participants themselves. While teams can often manage tasks and logistics, they frequently struggle with the deeper cognitive demands of collaboration including clarifying goals, articulating reasoning, and evaluating assumptions. Existing facilitation frameworks often overlook the real-time reasoning needed for high-quality problem solving. As a result, groups without trained facilitators are vulnerable to shallow framing, decision inertia, and missed opportunities for reflection. To address this gap, we propose a lightweight, portable solution comprising a set of theory-driven facilitation cards that guide users through key cognitive moves during discussion without requiring prior training. We developed a deck of 25 cognition-oriented prompts, grounded in cognitive psychology and triple-space interaction theory. In a study involving 30 self-facilitated dyads completing 12-session business simulations, the card format measurably enhanced participants’ ability to frame problems and sustain reflective reasoning. Utterance-level analysis of 6969 conversational turns revealed that specific cards triggered deeper reasoning in both immediate responses and delayed turns, suggesting lasting cognitive activation. Teams that engaged more with the cards showed greater task improvement over time. The findings of this study inform the design of cognitive prompts and suggest routes for future integration involving adaptive, real-time support for self-guided, cognitively demanding collaboration scenarios.

尽管协作对于解决复杂问题至关重要，但许多团队缺乏能够组织有效讨论的熟练的引导者。在资源受限的环境中，例如协作式商业决策，外部促进往往是不可可行的，将协调和推理的负担放在参与者自己身上。虽然团队通常可以管理任务和后勤，但他们经常与协作的更深层次的认知需求作斗争，包括澄清目标、阐明推理和评估假设。现有的促进框架往往忽视了高质量解决问题所需的实时推理。因此，没有训练有素的辅导员的团队很容易受到肤浅的框架、决策惯性和错失反思机会的影响。为了解决这一差距，我们提出了一种轻量级、便携的解决方案，包括一组理论驱动的促进卡，指导用户在讨论过程中完成关键的认知动作，而无需事先培训。我们以认知心理学和三空间互动理论为基础，开发了一套包含25个认知导向的提示。在一项研究中，30名自我促进的二人组完成了12次商业模拟，卡片格式显著提高了参与者构建问题和维持反思推理的能力。对6969个会话回合的话语水平分析显示，特定的卡片在即时反应和延迟回合中都引发了更深层次的推理，表明持续的认知激活。随着时间的推移，更多使用卡片的团队在任务上表现出更大的进步。这项研究的发现为认知提示的设计提供了信息，并为未来的整合提供了路线，包括自适应的、实时的、对自我引导的、认知要求高的协作场景的支持。

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引用次数: 0

Fostering divergent thinking through a growth creative mindset: The mediating roles of multicultural attitudes and openness to experience 通过成长创造性思维培养发散性思维：多元文化态度和经验开放性的中介作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-01 DOI: 10.1016/j.tsc.2026.102129

Liang-Chen Su , Ju-Hui Wei , Hsueh-Hua Chuang

Divergent thinking, a core aspect of creativity, involves generating diverse and original ideas. Previous research suggests that a growth creative mindset, defined as the belief that creativity can develop through effort and persistence, is a potential influential factor in divergent thinking, as it encourages deep engagement in creative tasks while fostering resilience and adaptability. However, the mechanisms linking a growth creative mindset to divergent thinking remain underexplored. This study posited that multicultural attitudes and openness to experience could serve as mediators in the relationship between a growth creative mindset and divergent thinking. A survey was conducted with 343 university students in Taiwan, and their divergent thinking was assessed using a newly refined and expanded coding scheme for the Alternative Uses Task. Structural equation modeling was employed to analyze the relationships among the variables. The results indicate that a growth creative mindset significantly enhances divergent thinking, with both multicultural attitudes and openness to experience serving as mediators. Notably, the impact of these mediators does not differ significantly from each other. These findings provide empirical evidence of the mechanisms through which a growth creative mindset fosters divergent thinking, highlighting the importance of cultivating multicultural attitudes and openness to experience in promoting creativity.

发散性思维是创造力的一个核心方面，涉及产生多样化和原创的想法。先前的研究表明，增长型创造性思维（growth creative mindset）是发散性思维的一个潜在影响因素，因为它鼓励深度参与创造性任务，同时培养韧性和适应能力。增长型创造性思维被定义为相信创造力可以通过努力和坚持来发展。然而，将增长型创造性思维与发散性思维联系起来的机制仍未得到充分探索。本研究认为多元文化态度和经验开放性在成长性创造性思维与发散性思维的关系中起中介作用。我们对343名台湾大学生进行了一项调查，并使用一种新的改进和扩展的替代用途任务编码方案来评估他们的发散思维。采用结构方程模型分析各变量之间的关系。结果表明，成长创造性思维显著增强发散性思维，多元文化态度和经验开放性都是中介。值得注意的是，这些介质的影响彼此之间没有显著差异。这些发现为成长型创造性思维培养发散性思维的机制提供了实证证据，强调了培养多元文化态度和对经验的开放性在促进创造力方面的重要性。

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引用次数: 0

Designing an educational game framework with multi-scaffolding mechanism to facilitate communication and contextual analysis skills 设计一个具有多脚手架机制的教育游戏框架，以促进交流和上下文分析技能

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-01 DOI: 10.1016/j.tsc.2026.102128

Shu-Wei Liu, Huei-Tse Hou

Contextual analysis and communication interaction skills have been emphasized by businesses and governmental organizations, and the use of technology to cultivate these skills and enhance the motivation of learners is an important research topic for the instruction of key competencies. This study integrated the mechanism of the multi-dimensional scaffolding of contextual analysis to develop an educational game that facilitates communication and contextual analysis skills. The game provides learners with the opportunity to play the role of historical characters in a highly realistic game space, participate in real historical events related to water distribution, and enhance their communication and contextual analysis skills through lively conversations.

The empirical analysis of this study showed that both individual and group learners were successful in improving their communication and contextual analysis skills, had a low level of activity anxiety, and generally considered that scaffolding had the benefits of learning tasks. This indicated that this scaffolding framework holds potential benefits for communication skills learning in both group collaboration and individual learning. In addition, this study found differences between group collaboration and individual learning in the sub-dimension of flow. We also examined various potential learner clusters within collaborative and individual learning contexts and their respective differences.

语境分析和沟通互动技能一直受到企业和政府机构的重视，利用技术手段培养这些技能，增强学习者的学习动机是关键能力教学的一个重要研究课题。本研究整合了情境分析的多维框架机制，开发了一个促进交流和情境分析技能的教育游戏。游戏为学习者提供了在高度逼真的游戏空间中扮演历史人物的机会，让学习者参与到与配水相关的真实历史事件中，并通过生动的对话增强学习者的沟通能力和情境分析能力。本研究的实证分析表明，个体学习者和群体学习者在沟通和情境分析技能的提高上都取得了成功，活动焦虑水平较低，并且普遍认为脚手架具有学习任务的好处。这表明，无论在小组合作还是个人学习中，这种脚手架框架都对沟通技巧学习有潜在的好处。此外，本研究还发现小组合作与个人学习在心流子维度上存在差异。我们还研究了协作和个人学习环境中各种潜在的学习者集群及其各自的差异。

{"title":"Designing an educational game framework with multi-scaffolding mechanism to facilitate communication and contextual analysis skills","authors":"Shu-Wei Liu, Huei-Tse Hou","doi":"10.1016/j.tsc.2026.102128","DOIUrl":"10.1016/j.tsc.2026.102128","url":null,"abstract":"<div><div>Contextual analysis and communication interaction skills have been emphasized by businesses and governmental organizations, and the use of technology to cultivate these skills and enhance the motivation of learners is an important research topic for the instruction of key competencies. This study integrated the mechanism of the multi-dimensional scaffolding of contextual analysis to develop an educational game that facilitates communication and contextual analysis skills. The game provides learners with the opportunity to play the role of historical characters in a highly realistic game space, participate in real historical events related to water distribution, and enhance their communication and contextual analysis skills through lively conversations.</div><div>The empirical analysis of this study showed that both individual and group learners were successful in improving their communication and contextual analysis skills, had a low level of activity anxiety, and generally considered that scaffolding had the benefits of learning tasks. This indicated that this scaffolding framework holds potential benefits for communication skills learning in both group collaboration and individual learning. In addition, this study found differences between group collaboration and individual learning in the sub-dimension of flow. We also examined various potential learner clusters within collaborative and individual learning contexts and their respective differences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102128"},"PeriodicalIF":4.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Productive negative emotions in creative studio-practice in higher education fashion design programmes 高等教育时装设计课程创意工作室实践中产生的消极情绪

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-30 DOI: 10.1016/j.tsc.2025.102123

Julia Weems

In educational contexts failure is taught as something negative. As children, we are taught we do not want to fail a test; as educators, we are taught we must teach students to pass. Criticism and shame are associated with failure, but the researcher believes that failure is a required part of the learning process. Within European higher education, in creative studio-practice, failure is a critical aspect of understanding and growth, and as discovered in this research, the negative emotions that are experienced when failing are especially important. In this qualitative study, the researcher used both interviews and photo-elicitation, to investigate how the perception of failure impacts students’ engagement and learning within creative studio-practice in fashion, specifically how it is used as part of the design process, to innovate and to experiment. There has been increased research into failure, linked to the 21st century skills framework, as well as how positive psychology, and promoting well-being, can create space for failure in learning, but there is a lack of research within creative spaces as well as a lack of understanding of students perceptions and experience. Understanding how students experience failure and work through it is essential to gain insight into student achievement and motivation. This research provided intriguing data on how both positive and negative emotions are necessary, reflecting just how complex the relationship between failure and creativity is, and at the same time, just how rewarding it can be; facing challenges, doubts and solving problems in the studio allows an individual to overcome self-doubt while finding self-worth and value at the same time as honing their craft.

在教育环境中，失败被认为是消极的。作为孩子，我们被教导不要考试不及格；作为教育工作者，我们被教导必须教学生通过考试。批评和羞耻与失败有关，但研究人员认为，失败是学习过程中必要的一部分。在欧洲高等教育中，在创造性的工作室实践中，失败是理解和成长的关键方面，正如本研究所发现的那样，失败时所经历的负面情绪尤其重要。在这项定性研究中，研究人员使用了访谈和照片启发，来调查失败的感知如何影响学生在时尚创意工作室实践中的参与和学习，特别是如何将其用作设计过程的一部分，以创新和实验。对失败的研究越来越多，这与21世纪的技能框架有关，以及积极心理学和促进幸福感如何为学习中的失败创造空间，但缺乏对创造性空间的研究，也缺乏对学生感知和经验的理解。了解学生是如何经历失败并克服失败的，对于了解学生的成就和动力至关重要。这项研究提供了有趣的数据，说明积极和消极情绪是多么必要，反映了失败和创造力之间的关系是多么复杂，同时也反映了失败和创造力之间的关系是多么有益；在工作室中面对挑战、怀疑和解决问题可以让个人克服自我怀疑，同时在磨练自己的技艺的同时找到自我价值和价值。

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引用次数: 0

Exploring new perspectives on critical thinking cultivation for college students: Socially shared regulation of learning 探讨大学生批判性思维培养的新视角：学习的社会共享调节

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-29 DOI: 10.1016/j.tsc.2025.102124

Yumin Zheng , Chaowang Shang , Si Zhang , Qianqian Gao , Feng Cheng , Yue Han

Socially shared regulation of learning (SSRL) has demonstrated potential in enhancing students' critical thinking. However, prior studies have mainly focused on quantitative outcomes, with limited exploration of developmental patterns and individual differences. This study investigated how students develop critical thinking through peer interaction supported by SSRL scaffolds, using content analysis and epistemic network analysis (ENA) on data from 52 college students enrolled in an SSRL-based course. The results show that SSRL scaffolds effectively improve students' critical thinking and academic performance. Critical thinking exhibits a fluctuating trajectory characterized by an initial increase, followed by a decline and a subsequent rise. Significant differences exist among students with different regulatory styles, highlighting the need for personalized support. Based on these findings, this study provides targeted intervention recommendations for various stages of SSRL and regulatory styles to inform future SSRL design and practice.

社会共享学习调节（SSRL）在提高学生批判性思维方面具有潜力。然而，以往的研究主要集中在定量结果上，对发育模式和个体差异的探索有限。本研究采用内容分析和认知网络分析（ENA）对52名参加基于SSRL课程的大学生的数据进行分析，探讨了学生如何通过SSRL框架支持的同伴互动培养批判性思维。结果表明，SSRL支架有效地提高了学生的批判性思维和学习成绩。批判性思维表现出一个波动的轨迹，其特点是最初增加，随后下降，随后上升。不同管理风格的学生之间存在显著差异，突出了个性化支持的必要性。基于这些发现，本研究为SSRL的不同阶段和监管方式提供了有针对性的干预建议，以指导未来SSRL的设计和实践。

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引用次数: 0

How cognition and metacognition interact in explaining creative confidence 认知和元认知如何相互作用来解释创造性自信

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-27 DOI: 10.1016/j.tsc.2025.102122

Lidia Wojtycka, Aleksandra Zielińska, Maciej Karwowski

In two preregistered experiments (N = 301 and N = 397), we examined whether activating people’s creativity strengthens their creative confidence. Participants completed the Alternate Uses Task (AUT) under either the “be creative” or “be fluent” conditions and responded to the measure of creative confidence. Those encouraged to “be creative” generated much more creative ideas (Study 1: d = 1.48, Study 2: d = 1.68), and the creativity of generated ideas mediated the effect of condition on creative confidence. At the same time, the effects were complex and moderated by participants’ ability to accurately assess their ideas. People whose creativity was experimentally activated and who were metacognitively accurate were also more convinced about their creativity than those in the “be fluent” condition or those unable to appropriately recognize the originality of their ideas. Overall, both experiments highlight the relevance of cognitive and metacognitive factors for creative confidence.

在两个预注册实验（N = 301和N = 397）中，我们研究了激活人们的创造力是否会增强他们的创造信心。参与者在“创造性”或“流利”条件下完成了替代用途任务（AUT），并对创造性信心的测量做出了反应。研究1:d = 1.48，研究2:d = 1.68)，被鼓励“有创意”的人产生了更多的创意（研究1:d = 1.48，研究2:d = 1.68），创意的创造力介导了条件对创意信心的影响。与此同时，这种影响是复杂的，并且被参与者准确评估自己想法的能力所缓和。那些创造力在实验中被激活的人，那些元认知准确的人，也比那些在“流利”条件下或那些不能适当地认识到自己想法的原创性的人更相信自己的创造力。总的来说，这两个实验都强调了认知和元认知因素与创造性自信的相关性。

引用次数: 0

A cross-national assessment on critical thinking disposition between Hungarian and Chinese undergraduate students 匈牙利与中国大学生批判性思维倾向的跨国评估

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-27 DOI: 10.1016/j.tsc.2025.102121

Yong Liu , Attila Pásztor , Gyöngyvér Molnár

Critical thinking (CT), a higher-order cognitive skill, has gained urgency amid AI advancements. Despite its recognized importance, cross-cultural assessments of critical thinking disposition (CTD) remain scarce, particularly comparisons between non-Western and Western educational contexts. This study addressed this gap by comparing CTD between Hungarian (N = 1090) and Chinese (N = 1535) undergraduates using Confirmative Factor Analysis (CFA), Measurement Invariance (MI), Item Response Theory, Differential Item Functioning (DIF) and descriptive statistics. Results revealed distinct correlation patterns: Hungarians exhibited strong inter-correlations among self-efficacy, instant judgment, and habitual truth-digging (all p-values < 0.001), whereas Chinese students showed no self-efficacy–habitual truth-digging link (p > .05). MI analysis indicated the acceptable configural and metric model (CFI and TLI > 0.90, SRMR < 0.08, and RMSEA < 0.10), but failing to achieve the scalar MI requirement (ΔCFI > 0.01), partially attributable to DIF in specific items, specializing in habitual truth-digging (favoring Hungarian respondents), self-efficacy (favoring Chinese respondents), and mixed pattern for instant judgment. These findings challenge the assumption of CTD universality, suggesting that cultural-educational systems (e.g., Hungary’s interdisciplinary focus vs. China’s rote-innovation blend) may drive divergent CTD development, underscoring the need for context-specific pedagogical interventions.

随着人工智能的发展，作为高级认知能力的批判性思维（CT）变得越来越紧迫。尽管批判性思维倾向（CTD）的重要性得到公认，但其跨文化评估仍然很少，特别是非西方和西方教育背景之间的比较。本研究采用验证性因子分析（CFA）、测量不变性（MI）、项目反应理论、差异项目功能（DIF）和描述性统计方法，比较匈牙利（1090）和中国（1535）大学生的CTD。结果显示了明显的相关模式：匈牙利学生在自我效能、即时判断和习惯性真相挖掘之间表现出很强的相互关系（p值均为0.001），而中国学生没有表现出自我效能和习惯性真相挖掘之间的联系（p > 0.05）。MI分析显示可接受的构形和度量模型（CFI和TLI >； 0.90, SRMR < 0.08, RMSEA < 0.10），但未能达到量化MI要求（ΔCFI > 0.01），部分原因是特定项目的DIF，偏重于习惯性真相挖掘（偏向匈牙利受访者），自我效能感（偏向中国受访者），以及即时判断的混合模式。这些研究结果挑战了CTD普遍性的假设，表明文化教育系统（例如，匈牙利的跨学科重点与中国的死法创新混合）可能推动不同的CTD发展，强调了针对具体情况的教学干预的必要性。

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引用次数: 0

Corpus-assisted counterargumentation instruction: cultivating critical thinking via argumentative writing 语料库辅助的反论证教学：通过议论文写作培养批判性思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-25 DOI: 10.1016/j.tsc.2025.102120

Fulan LIU , Mengchen ZOU , Wenyun LUO

Counterargumentation, the ability to consider and refute opposing viewpoints, is fundamental to critical thinking and argumentative writing, yet studies have consistently identified deficiencies in students’ counterarguments and have noted the insufficient pedagogical emphasis in this area. This quasi-experimental study investigates whether corpus technology, which facilitates inductive learning through exposure to authentic linguistic and rhetorical patterns, can enhance English-as-a-foreign language (EFL) learners’ counterargumentation, critical thinking, and argumentative writing. Participants were assigned to a control group receiving standard instruction and an experimental group utilizing corpus technology. An analysis of pre-/post-test essays using mixed methods revealed that the experimental group had significantly greater gains than the control group in argumentative writing (d = 0.73 vs. 0.40; p < .001), critical thinking (d = 0.73 vs. 0.54; p < .001) and the production of high-quality counterarguments/rebuttals (p < .001). Post-test correlations further indicated that both the quality of counterarguments/rebuttals and their quantity were significantly associated with critical thinking (p < .001 for both) and argumentative writing performance (p < .001 for both) for the experimental and control groups. These results underscore the pedagogical value of corpus-assisted instruction for systematically developing counterarguing skills to enhance EFL learners’ critical thinking and writing proficiency.

反论证，即思考和反驳对立观点的能力，是批判性思维和议论文写作的基础，然而研究一直发现学生的反论证存在缺陷，并指出这一领域的教学重点不足。这项准实验研究探讨了语料库技术是否可以通过接触真实的语言和修辞模式来促进归纳学习，从而提高英语作为外语学习者的反论证、批判性思维和议论文写作能力。实验组采用语料库技术，对照组采用标准教学。使用混合方法对测试前/测试后论文进行的分析显示，实验组在议论文写作（d = 0.73 vs. 0.40; p < .001）、批判性思维（d = 0.73 vs. 0.54; p < .001）和高质量的反论点/反驳（p < .001）方面的收益明显大于对照组。测试后的相关性进一步表明，在实验组和对照组中，反论证/反驳的质量和数量与批判性思维（p < 0.001）和议论文写作表现（p < 0.001）显著相关。这些结果强调了语料库辅助教学在系统地培养反驳技巧以提高英语学习者的批判性思维和写作能力方面的教学价值。

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引用次数: 0