批判性思维能力作为21世纪核心技能之一，成为国内外研究的热点，被多个国家视为教育的重点任务。美国早在1991年就将批判性思维能力作为重要的教育目标。2016年，我国提出并强调关于学生发展的核心素养体系，批判性思维就是该体系中十八个基本要点之一。批判性思维是理性的科学思维，不仅可以应用于不同学科领域，同时还能够对社会生活、政治、伦理等复杂问题进行思考。随着批判性思维的重要性被日益认可，批判性思维能力测评的研究成为了解学生批判性思维能力水平的重要途径，是培养和训练批判性思维能力的基础。目前批判性思维测验的研究主要集中于国外，而我国对于批判性思维测验的研究有待提高。

本研究基于RED理论模型开发高中生批判性思维能力测量工具，批判性思维能力包括三个维度，分别是R—识别假设、E—评估论证和D—得出结论。其中得出结论维度包括推论、演绎和解释三个子能力。本研究在生物进化主题下开发了15道测试题目，针对每个能力分别设置了３道题目。预测试选取40名学生进行测验，利用Rasch模型对测量工具进行信效度检验，之后修订试题，最终形成正式测验版本。选取北京市C中学与辽阳市L中学的高二和高三年级学生进行测验，共回收208份有效问卷，对测验工具的信效度进行分析，之后对不同年级、不同地区学生的批判性思维能力的差异情况进行分析，研究结论如下：

1. 本研究开发的批判性思维能力测量工具的试题信度为0.96，区分度为4.78；被试信度为0.77，区分度为1.83，除被试区分度接近参考标准，其余参数均符合参考标准，题目难度略高于学生能力，后续研究可以覆盖更大能力跨度的被试样本，并降低试题难度对测量工具做出进一步修订，对高中生生物学科的批判性思维能力进行测量。

2. 本研究的结果表明，学生在生物进化主题下的批判性思维能力表现为高二学生优于高三学生，高二年级与高三年级学生的批判性思维能力存在显著差异；L中学学生优于C中学学生，C中学与L中学两个学校的学生的批判性思维能力不存在显著差异。

3. 学生在批判性思维各子维度的能力值表现为：推论＞识别假设＞解释＞评估论证＞演绎。

4. 从批判性思维能力的各子维度能力来看，被试学生的能力值均表现为高二学生高于高三学生，C中学学生的演绎能力高于L中学，其它批判性思维能力均低于L中学。其中高二、高三年级学生的识别假设、评估论证和推论三个子能力存在显著性差异，C中学与L中学学生在得出结论的三个子能力即推论、演绎和解释能力存在显著性差异。

As one of the core skills in the 21st century, critical thinking ability has become a hot topic of research at home and abroad, and is regarded as a key task of education in many countries. The United States established critical thinking as an important educational goal as early as 1991. In 2016, China proposed and emphasized the core literacy system for student development, in which critical thinking is one of the eighteen basic points. Critical thinking is rational scientific thinking, which can not only be applied to different disciplines, but also be able to reflect on complex issues such as social life, politics and ethics. With the growing recognition of the importance of critical thinking, the study of critical thinking ability evaluation has become an important way to understand the level of students' critical thinking ability, and it is the basis of cultivating and training critical thinking ability. At present, the research on critical thinking test is mainly concentrated in foreign countries, but the research on critical thinking test in China needs to be improved.

This study developed a tool to measure the critical thinking ability of senior high school students based on RED theoretical model. The critical thinking ability includes three dimensions, namely R -- identify hypothesis, E -- evaluate argument and D -- draw conclusion. Conclusion dimension includes inference, deduction and explanation. Fifteen test questions were developed under the theme of biological evolution, with three questions for each ability. A total of 40 students were selected for the predictive test, and the Rasch model was used to test the reliability and validity of the measurement tool. After that, the test questions were revised and the formal test version was finally formed. A total of 208 valid questionnaires were collected and the reliability and validity of the test tools were analyzed. Then, the differences in critical thinking ability of students in different grades and regions were analyzed. The research conclusions are as follows:

1. The research and development of critical thinking ability test question the reliability of measuring tool is 0.96, degree of differentiation is 4.78; the participants reliability is 0.77, degree of differentiation of 1.83, in addition to the subjects to distinguish the degree of close to the reference standard, the rest of the parameters are in line with the reference standard, topic difficulty slightly higher than the students' ability, follow-up study can override a greater ability to span test samples, And reduce the difficulty of the test questions to make further revision of the measurement tools to measure the critical thinking ability of biology of senior high school students.

2. The results of this study show that the students' critical thinking ability under the theme of biological evolution is better than that of the students of senior three, and there is a significant difference between the students of senior two and senior three in critical thinking ability; L middle school students are better than C middle school students, there is no significant difference in critical thinking ability between C middle school and L middle school students.

3. The average ability of students in each sub-dimension of critical thinking is inference>identifying hypothesis>explaining>evaluating argument>deduction.

4. In terms of the sub-dimensions of critical thinking ability, the ability values of the tested students are all higher than that of the students in senior three, the deductive ability of the students in C middle school is higher than that of L middle school, and other critical thinking abilities are lower than that of L middle school. Among them, there are significant differences in the three sub-abilities of identification hypothesis, evaluation demonstration and inference of students in grade two and grade three. There are significant differences in the three sub-abilities of drawing conclusions between students in C middle school and L middle school, namely inference, deduction and explanation.