基于ESEM的高階思維結(jié)構(gòu)測量模型研究

基于ESEM的高階思維結(jié)構(gòu)測量模型研究一、本文概述Overviewofthisarticle本文旨在探討基于ESEM（探索性結(jié)構(gòu)方程模型）的高階思維結(jié)構(gòu)測量模型的研究。高階思維，作為一種復(fù)雜的認(rèn)知過程，涵蓋了批判性思維、創(chuàng)造性思維、問題解決能力等核心要素，是現(xiàn)代教育和心理學(xué)領(lǐng)域研究的重點(diǎn)。然而，高階思維的測量一直是一個(gè)挑戰(zhàn)，因?yàn)樗婕岸鄠€(gè)維度和復(fù)雜的心理過程。ESEM作為一種靈活的統(tǒng)計(jì)方法，能夠在不預(yù)先設(shè)定理論模型的情況下，探索變量之間的關(guān)系，并構(gòu)建有效的測量模型。因此，本文希望通過結(jié)合ESEM方法，構(gòu)建一個(gè)能夠準(zhǔn)確測量高階思維結(jié)構(gòu)的模型，以推動(dòng)高階思維研究和教育實(shí)踐的進(jìn)步。Thisarticleaimstoexploretheresearchofhigh-orderthinkingstructuremeasurementmodelsbasedontheExploratoryStructuralEquationModeling(ESEM).Advancedthinking,asacomplexcognitiveprocess,encompassescoreelementssuchascriticalthinking,creativethinking,andproblem-solvingability,andisafocusofresearchinthefieldsofmoderneducationandpsychology.However,measuringhigher-orderthinkinghasalwaysbeenachallengeasitinvolvesmultipledimensionsandcomplexpsychologicalprocesses.Asaflexiblestatisticalmethod,ESEMcanexploretherelationshipsbetweenvariablesandconstructeffectivemeasurementmodelswithoutpre-settheoreticalmodels.Therefore,thisarticleaimstoconstructamodelthatcanaccuratelymeasurethestructureofhigher-orderthinkingbycombiningtheESEMmethod,inordertopromotetheprogressofhigher-orderthinkingresearchandeducationalpractice.本文首先將對(duì)高階思維的概念和理論基礎(chǔ)進(jìn)行梳理，明確高階思維的內(nèi)涵和特征。接著，將介紹ESEM的基本原理和優(yōu)勢，探討其應(yīng)用于高階思維結(jié)構(gòu)測量的適用性和潛力。然后，本文將詳細(xì)介紹如何利用ESEM方法構(gòu)建高階思維結(jié)構(gòu)測量模型，包括數(shù)據(jù)的收集、模型的構(gòu)建和驗(yàn)證等步驟。本文將對(duì)研究結(jié)果進(jìn)行討論和總結(jié)，分析模型的可靠性和有效性，并探討其在實(shí)際應(yīng)用中的前景和限制。Thisarticlewillfirstsortouttheconceptandtheoreticalbasisofhigh-orderthinking,clarifytheconnotationandcharacteristicsofhigh-orderthinking.Next,wewillintroducethebasicprinciplesandadvantagesofESEM,andexploreitsapplicabilityandpotentialinmeasuringhigher-orderthinkingstructures.Then,thisarticlewillprovideadetailedintroductiontohowtousetheESEMmethodtoconstructahigh-orderthinkingstructuremeasurementmodel,includingstepssuchasdatacollection,modelconstruction,andvalidation.Thisarticlewilldiscussandsummarizetheresearchresults,analyzethereliabilityandeffectivenessofthemodel,andexploreitsprospectsandlimitationsinpracticalapplications.通過本文的研究，我們期望能夠?yàn)楦唠A思維的測量提供一個(gè)更為科學(xué)、有效的方法，為教育實(shí)踐和政策制定提供有力的理論支持。我們也希望本文能夠引發(fā)更多學(xué)者對(duì)高階思維結(jié)構(gòu)測量模型的研究興趣，共同推動(dòng)高階思維研究的深入和發(fā)展。Throughtheresearchinthisarticle,wehopetoprovideamorescientificandeffectivemethodformeasuringhigher-orderthinking,andprovidestrongtheoreticalsupportforeducationalpracticeandpolicyformulation.Wealsohopethatthisarticlecanarousemorescholars'interestintheresearchofhigh-orderthinkingstructuremeasurementmodels,andjointlypromotethedeepeninganddevelopmentofhigh-orderthinkingresearch.二、文獻(xiàn)綜述Literaturereview隨著教育心理學(xué)和認(rèn)知科學(xué)的發(fā)展，高階思維能力的培養(yǎng)已成為教育領(lǐng)域的重要目標(biāo)。高階思維，包括批判性思維、創(chuàng)造性思維和問題解決能力等，被認(rèn)為是21世紀(jì)人才必備的核心素養(yǎng)。因此，對(duì)高階思維的有效測量和評(píng)價(jià)顯得尤為重要。近年來，基于項(xiàng)目反應(yīng)理論（ItemResponseTheory,IRT）和認(rèn)知診斷理論（CognitiveDiagnosisTheory,CDT）的高階思維測量模型逐漸成為研究熱點(diǎn)。其中，以ESEM（ExtendedStructuralEquationModeling）為代表的新一代測量模型，以其靈活性和適應(yīng)性，在高階思維結(jié)構(gòu)測量中展現(xiàn)出獨(dú)特的優(yōu)勢。Withthedevelopmentofeducationalpsychologyandcognitivescience,thecultivationofhigher-orderthinkingabilitieshasbecomeanimportantgoalinthefieldofeducation.Advancedthinking,includingcriticalthinking,creativethinking,andproblem-solvingability,isconsideredanecessarycorecompetencyfortalentsinthe21stcentury.Therefore,effectivemeasurementandevaluationofhigher-orderthinkingisparticularlyimportant.Inrecentyears,high-orderthinkingmeasurementmodelsbasedonItemResponseTheory(IRT)andCognitiveDiagnosisTheory(CDT)havegraduallybecomeresearchhotspots.Amongthem,thenewgenerationmeasurementmodelsrepresentedbyESEM(ExtendedStructuralEquationModeling)haveshownuniqueadvantagesinhigh-orderthinkingstructuremeasurementduetotheirflexibilityandadaptability.ESEM模型是在傳統(tǒng)結(jié)構(gòu)方程模型（SEM）的基礎(chǔ)上發(fā)展起來的，它允許測驗(yàn)項(xiàng)目同時(shí)測量多個(gè)潛在特質(zhì)，且這些潛在特質(zhì)之間可以存在相關(guān)。這一特性使得ESEM在高階思維測量中能夠更準(zhǔn)確地刻畫復(fù)雜的思維結(jié)構(gòu)。ESEM還能有效處理項(xiàng)目間的局部獨(dú)立性假設(shè)不成立的問題，提高了測量的準(zhǔn)確性。TheESEMmodelisdevelopedonthebasisoftraditionalstructuralequationmodeling(SEM),whichallowstestitemstomeasuremultiplelatenttraitssimultaneously,andtherecanbecorrelationsbetweentheselatenttraits.ThisfeatureenablesESEMtomoreaccuratelycharacterizecomplexthinkingstructuresinhigh-orderthinkingmeasurement.ESEMcaneffectivelyaddresstheissueoftheassumptionoflocalindependencebetweenprojectsnotbeingtrue,improvingtheaccuracyofmeasurements.國內(nèi)外學(xué)者對(duì)ESEM模型在高階思維測量中的應(yīng)用進(jìn)行了廣泛的研究。例如，等（）運(yùn)用ESEM模型對(duì)批判性思維進(jìn)行了測量，并驗(yàn)證了其有效性。等（）則通過ESEM模型對(duì)創(chuàng)造性思維的多個(gè)維度進(jìn)行了評(píng)估，并探討了不同維度之間的關(guān)系。這些研究不僅豐富了高階思維測量的理論框架，也為實(shí)際教育評(píng)估提供了有力的工具。ScholarsathomeandabroadhaveconductedextensiveresearchontheapplicationoftheESEMmodelinhigh-orderthinkingmeasurement.Forexample,()usedtheESEMmodeltomeasurecriticalthinkingandvalidateditseffectiveness.WeevaluatedmultipledimensionsofcreativethinkingusingtheESEMmodelandexploredtherelationshipsbetweendifferentdimensions.Thesestudiesnotonlyenrichthetheoreticalframeworkofhigh-orderthinkingmeasurement,butalsoprovidepowerfultoolsforpracticaleducationalevaluation.然而，盡管ESEM模型在高階思維測量中取得了一定的成果，但仍存在一些挑戰(zhàn)和問題。例如，如何確定高階思維結(jié)構(gòu)的維度和指標(biāo)，如何選擇合適的項(xiàng)目和評(píng)分標(biāo)準(zhǔn)，以及如何處理數(shù)據(jù)缺失和異常值等。這些問題都需要在未來的研究中進(jìn)一步探討和解決。However,althoughtheESEMmodelhasachievedcertainresultsinhigh-orderthinkingmeasurement,therearestillsomechallengesandproblems.Forexample,howtodeterminethedimensionsandindicatorsofhigher-orderthinkingstructures,howtochooseappropriateprojectsandscoringstandards,andhowtohandledatamissingandoutliers.Theseissuesneedtobefurtherexploredandresolvedinfutureresearch.基于ESEM的高階思維結(jié)構(gòu)測量模型研究具有重要的理論和實(shí)踐意義。通過對(duì)現(xiàn)有文獻(xiàn)的梳理和分析，我們可以發(fā)現(xiàn)ESEM模型在高階思維測量中具有獨(dú)特的優(yōu)勢和應(yīng)用價(jià)值。未來研究應(yīng)進(jìn)一步關(guān)注模型的優(yōu)化和完善，以及在實(shí)際教育評(píng)估中的應(yīng)用和推廣。Theresearchonhigh-orderthinkingstructuremeasurementmodelsbasedonESEMhasimportanttheoreticalandpracticalsignificance.Throughsortingandanalyzingexistingliterature,wecanfindthattheESEMmodelhasuniqueadvantagesandapplicationvalueinhigh-orderthinkingmeasurement.Futureresearchshouldfurtherfocusontheoptimizationandimprovementofmodels,aswellastheirapplicationandpromotioninpracticaleducationalevaluation.三、研究方法Researchmethods本研究旨在探討基于ESEM（探索性結(jié)構(gòu)方程模型）的高階思維結(jié)構(gòu)測量模型。為實(shí)現(xiàn)這一目標(biāo)，我們采用了多種研究方法，包括文獻(xiàn)綜述、問卷調(diào)查和統(tǒng)計(jì)分析等。Thisstudyaimstoexploreahigh-orderthinkingstructuremeasurementmodelbasedontheExploratoryStructuralEquationModeling(ESEM).Toachievethisgoal,wehaveemployedvariousresearchmethods,includingliteraturereview,questionnairesurvey,andstatisticalanalysis.我們通過文獻(xiàn)綜述，系統(tǒng)梳理了高階思維結(jié)構(gòu)的理論基礎(chǔ)和測量工具，明確了研究背景和意義。在此基礎(chǔ)上，我們提出了基于ESEM的高階思維結(jié)構(gòu)測量模型，為后續(xù)研究提供了理論支撐。Wehavesystematicallyreviewedthetheoreticalbasisandmeasurementtoolsofhigh-orderthinkingstructuresthroughliteraturereview,clarifyingtheresearchbackgroundandsignificance.Onthisbasis,weproposeahigh-orderthinkingstructuremeasurementmodelbasedonESEM,whichprovidestheoreticalsupportforsubsequentresearch.我們?cè)O(shè)計(jì)了問卷調(diào)查，以收集有關(guān)高階思維結(jié)構(gòu)的數(shù)據(jù)。問卷包含了多個(gè)維度的測量題目，旨在全面反映高階思維結(jié)構(gòu)的各個(gè)方面。我們通過在線和紙質(zhì)形式向多個(gè)樣本群體發(fā)放問卷，確保數(shù)據(jù)的多樣性和可靠性。Wedesignedaquestionnairesurveytocollectdataonhigher-orderthinkingstructures.Thequestionnaireincludesmeasurementquestionsfrommultipledimensions,aimingtocomprehensivelyreflectvariousaspectsofhigher-orderthinkingstructures.Wedistributequestionnairestomultiplesamplegroupsthroughonlineandpaperformatstoensuredatadiversityandreliability.我們運(yùn)用統(tǒng)計(jì)分析方法對(duì)收集到的數(shù)據(jù)進(jìn)行處理和分析。具體來說，我們采用了描述性統(tǒng)計(jì)、因子分析和結(jié)構(gòu)方程模型等方法。通過描述性統(tǒng)計(jì)對(duì)樣本的基本情況進(jìn)行描述；利用因子分析提取高階思維結(jié)構(gòu)的主要因子，并驗(yàn)證測量模型的擬合度；通過結(jié)構(gòu)方程模型檢驗(yàn)測量模型的路徑系數(shù)和擬合指數(shù)，以評(píng)估模型的預(yù)測能力和解釋力。Weusestatisticalanalysismethodstoprocessandanalyzethecollecteddata.Specifically,weemployedmethodssuchasdescriptivestatistics,factoranalysis,andstructuralequationmodeling.Describethebasicsituationofthesamplethroughdescriptivestatistics;Usingfactoranalysistoextractthemainfactorsofhigher-orderthinkingstructuresandverifyingthefitofthemeasurementmodel;Usestructuralequationmodelingtotestthepathcoefficientsandfittingindicesofthemeasurementmodel,inordertoevaluateitspredictiveandexplanatorypower.在整個(gè)研究過程中，我們注重研究的科學(xué)性和嚴(yán)謹(jǐn)性，力求確保數(shù)據(jù)的真實(shí)性和有效性。我們也充分考慮了研究的局限性和未來發(fā)展方向，以期為后續(xù)研究提供有益的參考和啟示。Throughouttheentireresearchprocess,wefocusonthescientificandrigorousnatureoftheresearch,strivingtoensuretheauthenticityandvalidityofthedata.Wehavealsofullyconsideredthelimitationsandfuturedevelopmentdirectionsofourresearch,inordertoprovideusefulreferencesandinsightsforsubsequentresearch.四、研究結(jié)果Researchresults本研究采用基于ESEM（探索性結(jié)構(gòu)方程模型）的高階思維結(jié)構(gòu)測量模型，對(duì)樣本數(shù)據(jù)進(jìn)行了深入的分析。研究結(jié)果顯示，ESEM模型在測量高階思維結(jié)構(gòu)方面具有顯著的優(yōu)勢。通過對(duì)比傳統(tǒng)的因子分析模型，我們發(fā)現(xiàn)ESEM能夠更好地?cái)M合實(shí)際數(shù)據(jù)，捕捉變量之間的復(fù)雜關(guān)系，并且允許變量之間存在一定的交叉載荷，這更符合高階思維結(jié)構(gòu)的實(shí)際情況。Thisstudyusedahigh-orderthinkingstructuremeasurementmodelbasedontheExploratoryStructuralEquationModeling(ESEM)toconductin-depthanalysisofthesampledata.TheresearchresultsshowthattheESEMmodelhassignificantadvantagesinmeasuringhigher-orderthinkingstructures.Bycomparingtraditionalfactoranalysismodels,wefoundthatESEMcanbetterfitactualdata,capturecomplexrelationshipsbetweenvariables,andallowforacertaindegreeofcrossloadingbetweenvariables,whichismoreinlinewiththeactualsituationofhigher-orderthinkingstructures.具體而言，研究結(jié)果顯示，高階思維結(jié)構(gòu)由多個(gè)維度構(gòu)成，包括批判性思維、創(chuàng)造性思維、問題解決能力等。這些維度之間相互關(guān)聯(lián)，共同構(gòu)成了高階思維的整體結(jié)構(gòu)。ESEM模型能夠準(zhǔn)確地揭示這些維度之間的關(guān)系，為我們更深入地理解高階思維結(jié)構(gòu)提供了有力的工具。Specifically,researchfindingsindicatethathigher-orderthinkingstructuresarecomposedofmultipledimensions,includingcriticalthinking,creativethinking,problem-solvingabilities,andsoon.Thesedimensionsareinterrelatedandtogetherformtheoverallstructureofhigher-orderthinking.TheESEMmodelcanaccuratelyrevealtherelationshipsbetweenthesedimensions,providingapowerfultoolforustogainadeeperunderstandingofhigher-orderthinkingstructures.我們還發(fā)現(xiàn)不同個(gè)體在高階思維結(jié)構(gòu)上的表現(xiàn)存在顯著的差異。這種差異可能受到多種因素的影響，如教育背景、認(rèn)知能力、個(gè)人經(jīng)驗(yàn)等。ESEM模型為我們提供了更加全面的視角，使我們能夠更準(zhǔn)確地評(píng)估個(gè)體的高階思維水平，進(jìn)而為教育和培訓(xùn)提供更加精準(zhǔn)的建議和指導(dǎo)。Wealsofoundsignificantdifferencesintheperformanceofdifferentindividualsinhigher-orderthinkingstructures.Thisdifferencemaybeinfluencedbyvariousfactors,suchaseducationalbackground,cognitiveability,personalexperience,etc.TheESEMmodelprovidesuswithamorecomprehensiveperspective,enablingustomoreaccuratelyevaluateanindividual'shigher-orderthinkinglevel,andthusprovidemoreaccurateadviceandguidanceforeducationandtraining.基于ESEM的高階思維結(jié)構(gòu)測量模型研究為我們提供了更加深入和全面的視角，使我們能夠更好地理解和評(píng)估高階思維結(jié)構(gòu)。這一模型不僅具有重要的理論價(jià)值，而且在實(shí)際應(yīng)用中具有廣泛的潛力，有助于推動(dòng)教育和培訓(xùn)領(lǐng)域的進(jìn)步和發(fā)展。Theresearchonthemeasurementmodelofhigher-orderthinkingstructuresbasedonESEMprovidesuswithamorein-depthandcomprehensiveperspective,enablingustobetterunderstandandevaluatehigher-orderthinkingstructures.Thismodelnotonlyhasimportanttheoreticalvalue,butalsohasbroadpotentialinpracticalapplication,whichishelpfultopromotetheprogressanddevelopmentofeducationandtraining.五、討論與分析Discussionandanalysis本文研究了基于ESEM（探索性結(jié)構(gòu)方程模型）的高階思維結(jié)構(gòu)測量模型，通過一系列的數(shù)據(jù)分析和模型驗(yàn)證，得出了一些有益的結(jié)論。在這一章節(jié)中，我們將對(duì)這些結(jié)論進(jìn)行深入的討論和分析。Thisarticleinvestigatesahigh-orderthinkingstructuremeasurementmodelbasedontheExploratoryStructuralEquationModel(ESEM),anddrawssomeusefulconclusionsthroughaseriesofdataanalysisandmodelvalidation.Inthischapter,wewilldiscussandanalyzetheseconclusionsindepth.ESEM作為一種新型的統(tǒng)計(jì)建模方法，其最大的優(yōu)勢在于能夠同時(shí)處理測量誤差和結(jié)構(gòu)關(guān)系，這在高階思維結(jié)構(gòu)的測量中尤為重要。傳統(tǒng)的測量方法往往忽略了測量誤差的存在，導(dǎo)致結(jié)果偏差較大。而ESEM通過引入潛在變量和測量誤差項(xiàng)，能夠更準(zhǔn)確地描述高階思維結(jié)構(gòu)的內(nèi)在關(guān)系。這一點(diǎn)在我們的研究中得到了充分的驗(yàn)證。Asanewstatisticalmodelingmethod,thebiggestadvantageofESEMisitsabilitytosimultaneouslyhandlemeasurementerrorsandstructuralrelationships,whichisparticularlyimportantinthemeasurementofhigh-orderthinkingstructures.Traditionalmeasurementmethodsoftenoverlooktheexistenceofmeasurementerrors,resultinginsignificantdeviationsintheresults.Byintroducinglatentvariablesandmeasurementerrorterms,ESEMcanmoreaccuratelydescribetheintrinsicrelationshipsofhigher-orderthinkingstructures.Thishasbeenfullyvalidatedinourresearch.我們的研究結(jié)果表明，高階思維結(jié)構(gòu)是一個(gè)多維度的復(fù)雜系統(tǒng)，包括批判性思維、創(chuàng)造性思維、問題解決能力等多個(gè)方面。這些方面之間既相互獨(dú)立，又存在一定程度的相關(guān)性。ESEM模型能夠很好地捕捉這種多維度的結(jié)構(gòu)關(guān)系，為我們深入理解高階思維結(jié)構(gòu)提供了有力的工具。Ourresearchfindingsindicatethathigher-orderthinkingstructuresarecomplexsystemswithmultipledimensions,includingcriticalthinking,creativethinking,problem-solvingabilities,andmore.Theseaspectsarebothindependentofeachotherandhaveacertaindegreeofcorrelation.TheESEMmodelcancapturethismulti-dimensionalstructuralrelationshipwell,providingapowerfultoolforustodeeplyunderstandhigher-orderthinkingstructures.我們還發(fā)現(xiàn)，不同的高階思維結(jié)構(gòu)在性別、年齡、教育背景等方面存在一定的差異。這提示我們?cè)趯?shí)際的教學(xué)和評(píng)估中，需要根據(jù)不同的群體特點(diǎn)來制定相應(yīng)的教學(xué)策略和評(píng)估標(biāo)準(zhǔn)。同時(shí)，這也為未來的研究提供了新的思路和方向。Wealsofoundthatdifferenthigher-orderthinkingstructureshavecertaindifferencesingender,age,educationalbackground,andotheraspects.Thissuggeststhatinactualteachingandevaluation,weneedtodevelopcorrespondingteachingstrategiesandevaluationstandardsbasedonthecharacteristicsofdifferentgroups.Meanwhile,thisalsoprovidesnewideasanddirectionsforfutureresearch.需要指出的是，雖然ESEM模型在高階思維結(jié)構(gòu)測量中表現(xiàn)出了較好的適用性，但仍然存在一些局限性和挑戰(zhàn)。例如，如何確定潛在變量的數(shù)量和結(jié)構(gòu)、如何處理缺失數(shù)據(jù)等問題都需要進(jìn)一步的研究和探索。因此，我們期望未來能夠有更多的研究者和實(shí)踐者加入到這一領(lǐng)域的研究中來，共同推動(dòng)高階思維結(jié)構(gòu)測量模型的發(fā)展和完善。ItshouldbepointedoutthatalthoughtheESEMmodelhasshowngoodapplicabilityinhigh-orderthinkingstructuremeasurement,therearestillsomelimitationsandchallenges.Forexample,furtherresearchandexplorationareneededonhowtodeterminethenumberandstructureofpotentialvariables,andhowtohandlemissingdata.Therefore,wehopethatmoreresearchersandpractitionerswilljointheresearchinthisfieldinthefuturetojointlypromotethedevelopmentandimprovementofhigh-orderthinkingstructuremeasurementmodels.基于ESEM的高階思維結(jié)構(gòu)測量模型研究具有重要的理論和實(shí)踐意義。通過深入討論和分析我們的研究結(jié)果，我們期望能夠?yàn)楦唠A思維結(jié)構(gòu)的研究和實(shí)踐提供新的視角和思路。Theresearchonhigh-orderthinkingstructuremeasurementmodelsbasedonESEMhasimportanttheoreticalandpracticalsignificance.Throughin-depthdiscussionandanalysisofourresearchfindings,wehopetoprovidenewperspectivesandideasfortheresearchandpracticeofhigh-orderthinkingstructures.六、結(jié)論與建議Conclusionandrecommendations本研究通過深入探討基于ESEM（探索性結(jié)構(gòu)方程模型）的高階思維結(jié)構(gòu)測量模型，不僅深化了對(duì)高階思維結(jié)構(gòu)的理解，而且為實(shí)際測評(píng)提供了有力的理論支撐和實(shí)證依據(jù)。通過實(shí)證分析，我們發(fā)現(xiàn)ESEM在高階思維結(jié)構(gòu)測量中表現(xiàn)出良好的適應(yīng)性和有效性，能夠有效捕捉高階思維的復(fù)雜性和多維性。Thisstudynotonlydeepenstheunderstandingofhigher-orderthinkingstructures,butalsoprovidesstrongtheoreticalsupportandempiricalbasisforpracticalevaluationbydelvingintothemeasurementmodelofhigher-orderthinkingstructuresbasedontheExploratoryStructuralEquationModel(ESEM).Throughempiricalanalysis,wefoundthatESEMexhibitsgoodadaptabilityandeffectivenessinmeasuringhigh-orderthinkingstructures,effectivelycapturingthecomplexityandmultidimensionalnatureofhigh-orderthinking.然而，本研究仍存在一定局限性。樣本的代表性有待進(jìn)一步提高，未來研究可以擴(kuò)大樣本范圍和來源，以提高研究結(jié)果的普遍性和適用性。本研究主要關(guān)注高階思維結(jié)構(gòu)的測量模型，未來研究可以進(jìn)一步探討高階思維結(jié)構(gòu)與其他心理特質(zhì)或教育成果的關(guān)系，以豐富和完善高階思維結(jié)構(gòu)的理論體系。However,thisstudystillhascertainlimitations.Therepresentativenessofthesamplesneedstobefurtherimproved,andfutureresearchcanexpandthescopeandsourcesofthesamplestoimprovetheuniversalityandapplicabilityoftheresearchresults.Thisstudymainlyfocusesonthemeasurementmodelofhigh-orderthinkingstructures.Futureresearchcanfurtherexploretherelationshipbetweenhigh-orderthinkingstructuresandotherpsychologicaltraitsoreducationalachievements,inordertoenrichandimprovethetheoreticalsystemofhigh-orderthinkingstructures.在教育實(shí)踐中，教師應(yīng)注重培養(yǎng)學(xué)生的高階思維能力，通過設(shè)計(jì)具有挑戰(zhàn)性的學(xué)習(xí)任務(wù)和提供多樣化的學(xué)習(xí)支持，激發(fā)學(xué)生的高階思維發(fā)展。同時(shí)，教師還應(yīng)關(guān)注個(gè)體差異，針對(duì)不同學(xué)生的高階思維發(fā)展特點(diǎn)提供個(gè)性化的指導(dǎo)和幫助。Ineducationalpractice,teachersshouldfocusoncultivatingstudents'higher-orderthinkingabilities,stimulatingtheirdevelopmentofhigher-orderthinkingbydesigningchallenginglearningtasksandprovidingdiverselear