审辩思维在现代社会中的重要性不言而喻。它是实现人自身发展的本质要求，实现经济转型的基本保障，也是推进社会现代化的必然选择。拥有审辩思维可以使个人更好应对社会变化和挑战，使社会更加民主和理性，使经济实现转型和腾飞。培养和发展审辩思维已成为国内外社会、学界和教育界广泛关注的问题。
青少年是个人发展的关键期，初中生已开始具备评估假设、科学推理、批判质疑、自我监控的能力。基于学科的审辩思维对促进学科核心素养和高阶能力的发展有着重要的作用。义务教育阶段科学课程标准提出了对质疑批判等审辩思维要素的培养需求。研究初中生科学审辩思维，能加深对科学审辩思维的认识、把握学生发展的特点和影响因素，为科学审辩思维培养提供参考和依据。然而现有的研究存在着内涵结构界定不清、缺乏合适测评工具、对现状了解不足等问题。
本研究的主要理论依据为思维结构观、社会认知理论和系统科学的基本原理。根据思维结构观，确定科学审辩思维结构关系理论模型。根据社会认知理论建立影响因素理论模型。根据系统科学的三条基本原理，科学审辩思维存在一定的内部结构和功能；不同维度间互相联系、互为助力；且受到来自不同层面因素的影响，并与之相互作用。本研究围绕科学审辩思维内在结构要素和外在影响因素两方面，使用量化和质性相结合的混合方法，开展5项研究。
研究一旨在建构科学审辩思维测评框架。采用文献分析和德尔菲法，基于对国内外相关研究、测评项目以及科学课程标准的分析，初建测评框架，然后通过三轮德尔菲专家咨询，审议并修订了科学审辩思维测评框架。
研究二旨在开发一套适用于我国初中生的科学审辩思维测评工具。通过拟定命题计划、开发试题、专家评审等环节得到测试工具初稿，并通过对2个区县，963名中学生的预测试，检验测试工具的质量、完善和修订评分标准。
研究三旨在了解初中生科学审辩思维发展状况。通过对3个区县861名学生的测试，描述初中生科学审辩思维发展状况、特点及群体差异，并检验结构模型。
研究四旨在构建科学审辩思维影响因素框架。通过对19名科学教师、61名学生的访谈，采用扎根理论自下而上地建构科学审辩思维影响因素框架；并通过对196篇量化研究文献中影响因素的梳理，检验前一框架的理论类属是否饱和。
研究五旨在探索影响科学审辩思维的因素及其作用机制。对3个区县927名初中生和27名科学教师进行测试和问卷调查。利用多水平分析，探索科学审辩思维的影响因素及影响机制，为更有效地培养科学审辩思维提供实证证据。
研究的主要结论如下：
（1）本研究构建的科学审辩思维测评框架包含知识、技能、倾向和实践4个维度及13个一级指标和33个二级指标，框架结构合理、指标内涵清晰，得到专家的认可，其中重要性均值4.82，满分比81.6 %，变异系数均小于0.1。
（2）测评工具采用具有情境化的试题和分水平的评分标准，质量良好，信效度高。测评工具信度在0.819～0.934之间，且具有良好的内容效度和结构效度。
（3）初中生科学审辩思维不同维度和指标间发展不均衡。技能维度表现弱于知识维度；技能维度中搜集证据的表现最好，反思修正表现最差；倾向维度中伦理责任表现最好；实践维度中实践主动性较高，但是参与审辩实践的频次不高。
（4）初中生不同群体在个别维度上表现存在差异。女生在实践维度表现好于男生。科学审辩思维知识和技能维度存在显著的年级差异，且随着年级增加而增长；实践维度不存在年级差异；倾向维度呈“V”型发展趋势，初二学生倾向表现最差。不同办学条件学校的学生在科学审辩思维知识和倾向维度上存在显著差异，办学条件好的学校的学生表现显著好于办学条件中等和有待改善的学校。
（5）基于师生访谈和文献分析得到的科学审辩思维影响因素框架，并通过多水平回归模型分析得到存在显著影响的因素，如学生层面的内在动机、学习兴趣、思维模式和学习方法等，学校层面的实验次数、探究教学和科学活动等因素。
（6）通过多水平路径分析检验科学审辩思维影响因素的作用机制。学习兴趣、思维模式和学习方法在探究教学与科学审辩思维技能之间起中介作用；科学实验次数通过影响学生内部动机，从而间接影响科学审辩思维技能；学习方法在学校活动与倾向之间起中介作用；价值认同在学校活动与实践之间起中介作用。
（7）基于理论与实证研究提出了科学审辩思维发展模型。该模型汇总了整体五个研究的主要成果，有助于认识和培养学生科学审辩思维。
本研究的创新主要体现在：在审辩思维3维模型的基础上提出了科学审辩思维4维测评模型，并结合影响因素模型建立了科学审辩思维发展模型，丰富了科学审辩思维测评和培养的理论模型；运用多种理念和技术编制科学审辩思维测评工具，是审辩思维测评学科化、科学化的有益探索；选取代表性初中生样本，挖掘科学审辩思维发展规律、特征及影响机制，为培养和提升科学审辩思维教育教学实践提供依据和参考。

The importance of critical thinking in modern society is self-evident. It is the essential requirement of self-realization, the basic guarantee to realize economic transformation, and the inevitable choice to promote social modernization. Having a critical mind can enable individuals to better cope with social changes and challenges, help to make societies more democratic and rational, and enable economies to transform and take-off. The cultivation of critical thinking has become an extensive concern of social, academic, and educational circles internationally. 
Adolescence is a critical period for personal development. Junior high school students have begun to possess the ability to evaluate hypotheses, scientific reasoning, critical questioning, and self-monitoring. Disciplinary based critical thinking plays an important role in promoting the development of core competencies and higher-order abilities in disciplines. The curriculum standards for the compulsory education also put forward the need to cultivate critical thinking. Studying scientific critical thinking of junior high school students can deepen the understanding of it, grasp the development characteristics and influencing factors, and thus provide advises for the cultivation. However, there are shortages in definition of scientific critical thinking, appropriate assessment tools, and understanding of the status and influencing factors.
The main theoretical basis is the concepts of thinking, Social Cognitive Theory, and the basic principles of system science. According to the theories, scientific critical thinking should have certain structure and function. The internal dimensions should be interconnected with each other. Scientific critical thinking should also be influenced by and interact with factors at different levels. This study focuses on the internal structural elements and external influencing factors of scientific critical thinking and carries out five studies using mixed method combining quantitative and qualitative.
In the first study, the assessment framework of scientific critical thinking was established through literature analysis and the Delphi method.
In the second study, a set of scientific thinking assessment tools were developed for junior high school students in China. The development has gone through several standardized stages, such as drafting plans, developing test questions, expert review, pre-testing, interviews, data analysis, and so on. The pre-test was carried out for the quality inspection of the tools and the revision of the rubrics.
In the third study, the current development status of scientific critical thinking was detected. 861 junior high school students took parts in the test and their development, characteristics, differences, and the structural model have been studied. 
In the fourth study, the framework of factors which influencing scientific critical thinking was built by interviews with 19 science teachers and 61 students using grounded theory. Besides, 196 quantitative research literatures were checked to test theoretical category saturation.
In the fifth study, the factors and mechanisms that influence scientific critical thinking were explored. A test and questionnaire survey were conducted on 927 students and 27 science teachers. Using multi-level analysis, this study explores the factors that influence scientific critical thinking at both the student and school levels and delves into the mechanisms of influencing factors among them.
The main conclusions driven from the research are as follows:
(1) The assessment framework of scientific critical thinking includes 4 dimensions, 13 first-level and 33 second-level indicators. The framework structure is reasonable, and the definition of indicators is clear. The framework has been approved by experts. 
(2) The assessment tool adopts the scoring standard with contextualized test questions and SOLO scoring method, which has high quality, reliability, and validity. 
(3) The development of junior high school students' scientific critical thinking in different dimensions is imbalanced. The performance of skill dimension is worse than knowledge dimension. The performance of collecting evidence is the best in the 5 sub-skill indicators, while the performance of reflection and correction is the worst. Ethical responsibility performs the best in the propensity dimension; In the practical dimension, the initiative of practice is relatively high, but the frequency of actual participation in the trial and defense practice is not high.
(4) There are differences in the performance of sub-groups in some aeras. There  are gender differences in the practical dimension among second year students. There are significant grade differences in the dimensions of scientific critical thinking knowledge and skills, which increases with grade. There is no grade difference in the practice dimension. The propensity dimension shows a V-shaped development trend, where second year students showing the worst propensity performance. There are significant differences in scientific critical thinking knowledge and propensity dimensions among students from schools with different educational conditions. Students from schools with better educational conditions perform significantly better.
(5) The framework of influencing factors of scientific critical thinking includes 6 primary indicators, 16 secondary indicators, and 65 tertiary indicators. After the multi-level regression model test, the final influencing factors include intrinsic motivation, interests, thinking patterns, and learning methods at the student level, and experimental frequency, exploratory teaching, and scientific activities at the school level.
(6) The influence mechanisms of scientific experiments and inquiry teaching on scientific critical thinking skills were explored. Learning interest and thinking mindset partially mediate the relationship between inquiry teaching and scientific critical thinking skills. The learning method fully mediates the relationship of inquiry teaching and scientific critical thinking skills. The number of science experiments can affect science critical thinking skills by arousing students' internal motivation. Learning methods play a mediating role between school activities and propensity, while value identification plays a mediating role between school activities and practice.
(7) A model for the development of scientific critical thinking has been proposed based on theoretical and empirical research. The model summarizes main achievements of five studies, which helps to cultivate students' scientific critical thinking.
The innovations of this research are as follows: Putting forward the 4-dimensional development model of scientific critical thinking combined with the influencing factor model, which enriches the theoretical model of scientific critical thinking. Developing assessment tools by using various modern assessment concepts and techniques. Testing junior high school students to explore the development, characteristics and influencing factors of scientific critical thinking, to provide basis and reference for the teaching practice of scientific critical thinking.