高级英语学习者的创评问用实践模式 (英汉双语)

高级英语学习者的创评问用实践模式（见图1）
　　The practice model of integrating creative thinking, critical thinking, problem solving and information using for advanced English learners (See Figure 1)
　　高级英语学习者需要实用创新型的学习模式。为此，我提出“高级英语学习者的创评问用实践模式”。该模式有五个构成要素：创造性思维、评析性思维、问题解决、信息利用、语言促成。
　　Advanced English learners in China need practical learning models of creativity. For this purpose, I would like to propose a practice model of integrating creative thinking, critical thinking, problem solving and information using. This model includes five components by adding the core component of language mediating.
　　创造性思维包含发散思维、联想思维、建构思维。
　　评析性思维包含收敛思维、评价思维、重构思维。
　　问题解决包含找出问题、分析问题、破解问题。
　　信息利用包含解读信息、消化信息、整合信息。
　　语言促成包含思语转化、程序外化、矩阵孵化。
　　Creative thinking includes (1) divergent thinking, (2) associative thinking and (3) constructive thinking.
　　Critical thinking includes (1) convergent thinking, (2) evaluative thinking and (3) reconstructive thinking.
　　Problem solving includes (1) identifying a problem, (2) analyzing the problem and (3) breaking the problem.
　　Information using includes (1) understanding available information, (2) Internalizing acquired information and (3) initiating synthesized information.
　　Language mediating includes (1) idea-discourse transforming, (2) procedural knowledge verbalizing and (3) written matrix constructing.
　　语言促成是功能上的重大转型，能够让英语学习成为加速发展创造性思维、评析性思维的助推过程，同时在优化信息利用的过程中实现解决各类问题的目标。
　　Language mediating can be taken as a fundamental transformation in the function of English language learning. It would enable the process of learning to speed up the development of creative thinking and critical thinking and at the same time to approach the goal of solving a variety of problems during the lasting optimization of information support.

语言促成中的“思语转化”出现在思考过程中，将一个模糊的想法转化为一段清晰的话语。例如，我想要一个更好的英语学习模式。这只是一个模糊的想法。我在阅读“针对职前教师在计算机通识课中对问题导向型学习的态度及其评析性思维、创造性思维倾向的单向和双向模式对比研究 (Toker & Akbay 2022)”的过程中，逐渐形成了上述适用于高级英语学习者的新模式。
　　Idea-discourse transformation occurs during a thinking process to turn a vague idea into a section of clear discourse. For example, I wanted a better model of English language learning.This was only a vague idea. During my reading of “A comparison of recursive and nonrecursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking in an computer literacy course for preservice teachers (Toker & Akbay 2022)”, I developed my idea of a new model for advanced English learners as specified above.

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参考文献
Toker, Sacip & Tuncer Akbay. 2022. A comparison of recursive and nonrecursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking in an computer literacy course for preservice teachers. Education and Information Technologies 27: 6715-6751. https://doi.org/10.1007/s10639-022-10906-y