美中俄印共同研究发现：中国大学生批判性思维能力下降
Research by the US, China, Russia, and India jointly finds: Chinese university students' critical thinking skills are declining

华舆讯 据美国侨报报道一项由美国、中国、俄罗斯、印度的机构共同发起的测试发现，中国学生在经过大学学习后，批判性思维能力和学术技能水平均出现了下降。
Huayu News According to a report by the American Qiaobao, a test jointly initiated by institutions from the United States, China, Russia, and India found that Chinese students experienced a decline in critical thinking skills and academic skills after university studies.

Supertest测试由斯坦福大学（Stanford University）、莫斯科国立高等经济学院（HSE University Moscow）、教育考试服务中心（ETS）以及中国和印度的合作大学共同发起。这是一项针对俄罗斯、中国、印度和美国工科学生学业表现的大规模研究，首次跟踪统计了计算机科学和电子工程专业学生在物理、数学和批判性思维能力等方面的进步，并比较4个国家的研究结果。关于研究的文章发表在《自然人类行为》上。
The Supertest was jointly initiated by Stanford University, HSE University Moscow, Educational Testing Service (ETS), and partner universities in China and India. This is a large-scale study on the academic performance of engineering students in Russia, China, India, and the United States, tracking for the first time the progress of computer science and electronic engineering students in areas such as physics, mathematics, and critical thinking skills, and comparing the research results of the four countries. An article about the study was published in "Nature Human Behaviour."

美国科学促进会报道，这项研究的作者包括斯坦福大学副教授、HSE国际教育实践与创新评估实验室首席研究员普拉尚特·洛亚尔卡（Prashant Loyalka）、加州大学伯克利分校高等教育研究中心高级研究员、HSE教育研究所的附属研究员伊戈尔·奇里科夫（Igor Chirikov）、以及HSE教育心理测量中心的领军研究员埃琳娜·卡尔达诺娃（Elena Kardanova）和丹尼斯·费德雷亚金（Denis Federyakin）。
According to the American Association for the Advancement of Science, the authors of this study include Prashant Loyalka, Associate Professor at Stanford University and Chief Researcher at the HSE International Laboratory for Educational Policy Analysis, Igor Chirikov, Senior Researcher at the Center for Studies in Higher Education at the University of California, Berkeley, and affiliated researcher at the HSE Institute of Education, as well as Elena Kardanova and Denis Federyakin, leading researchers at the HSE Center for Psychometrics in Education.

超过3万名本科生参与了这项研究。研究人员收集了来自精英大学和大型大学的学生样本，每个国家的学生数量大致相等，该测试对学生们的技能发展进行了3次测量——进入大学时、第二年学习结束时和毕业时。
More than 30,000 undergraduates participated in this study. Researchers collected student samples from elite universities and large universities, with roughly equal numbers of students from each country. The test measured students' skill development three times—upon entering university, at the end of the second year, and at graduation.

卡尔达诺娃表示：“不同国家的测试都是按照相同的规则进行的，并有经过专门培训的考官进行协助，所有学生都得到了同样的激励措施来参与测试。”
Kardanova stated: "The tests in different countries were conducted according to the same rules, with specially trained examiners assisting, and all students received the same incentives to participate in the test."

Supertest显示，在学习之初，俄罗斯学生的数学和物理成绩低于中国学生，但数学成绩高于印度学生。经过两年的学习，俄罗斯和中国学生之间的差距缩小了，而印度学生在数学方面赶上了俄罗斯学生。
Supertest shows that at the beginning of their studies, Russian students' math and physics scores are lower than those of Chinese students, but their math scores are higher than those of Indian students. After two years of study, the gap between Russian and Chinese students has narrowed, while Indian students have caught up with Russian students in mathematics.

这项研究的一个值得关注的发现与工科学生的批判性思维能力有关。
A noteworthy finding of this study is related to the critical thinking skills of engineering students.

在最初进入大学后，俄罗斯工科学生的表现优于印度学生、但低于中国学生。就在学习过程中发展技能而言，这3个国家学生的表现都逊于美国学生。奇里科夫说：“'我们发现，随着学生学习的进展，俄罗斯和印度学生的批判性思维能力大致保持不变，但中国学生却出现了下降，反而美国学生出现了进步。”研究人员指出，这是一个严重的问题，因为技术变化很快，为了能够掌握新的技术，学生不仅需要对学科领域知识掌握牢固，还需要掌握新技术。
Upon initially entering university, Russian engineering students perform better than Indian students but worse than Chinese students. In terms of skill development during the course of study, students from these three countries all perform worse than American students. Chirikov said: "We found that as students progress in their studies, the critical thinking skills of Russian and Indian students remain largely unchanged, but Chinese students show a decline, whereas American students show improvement." Researchers point out that this is a serious issue because technology changes rapidly, and in order to master new technologies, students need not only a solid grasp of subject knowledge but also the ability to master new technologies.

另一个意想不到的结果是，中国工科学生的学术技能也是逐渐下降的。
Another unexpected result is that the academic skills of Chinese engineering students are also gradually declining.

奇里科夫说：“中国大学生在入学时有极高的技能水平，但在大学学习过程中，这种水平会下降。无论是物理、数学和批判性思维方面都是如此。我们在精英大学和大型大学都观察到了这种情况，尽管程度不同。可能是因为中国大学本科教育强调讲课，对导师的要求不像俄罗斯和印度那么高。”
Chirikov said: "Chinese university students have a very high skill level upon entry, but this level declines during their university studies. This is true in terms of physics, mathematics, and critical thinking. We observed this situation in both elite universities and large universities, although to varying degrees. It may be because undergraduate education in Chinese universities emphasizes lectures and does not place as high demands on mentors as in Russia and India."

Supertest的结果让我们深入了解到了上述国家未来的计算机科学和电子工程专业人员在全球竞争市场中的表现。
The results of the Supertest provide us with insights into the performance of future computer science and electronic engineering professionals from the aforementioned countries in the global competitive market.

中国、美国、俄罗斯和印度这4个国家都以其工程专业知识而闻名，在很大程度上决定了世界各地的技术进步。而教育领域的表现对于谁将赢得未来的科技竞赛起着决定性的作用。（原标题：美中俄印共同研究发现：中国大学生批判性思维能力下降）
China, the United States, Russia, and India are all renowned for their engineering expertise, which largely determines technological advancements worldwide. Performance in the field of education plays a decisive role in who will win the future technology race. (Original title: Joint study by the US, China, Russia, and India finds: Chinese university students' critical thinking skills are declining)

阅读剩余全文（） Read the full article