The SERNA Conceptual Standard for Critical Thinking in the Digital Age: Definitions, Relationships, and Theoretical Integration (SCS-CTD)

**Background:** Critical thinking, the ability to analyze information objectively and make reasoned judgments, is a vital skill in the information-saturated digital age. However, the field is characterized by "terminological chaos," where critical thinking is often conflated with "media literacy," "logical reasoning," or "problem-solving." **Problem:** This conceptual fragmentation prevents the development of standardized curricula and limits the effectiveness of interventions aimed at combating misinformation and cognitive biases in online environments. **Objective:** To establish the SERNA Conceptual Standard (SCS-CTD), providing canonical definitions and a testable socio-cognitive model for critical thinking in digital contexts. **Approach:** A systematic review of 380 peer-reviewed articles was conducted, synthesizing evidence from educational psychology, cognitive science, and communication studies. **Contributions:** This standard defines 12 canonical terms, establishes the "Digital Information Evaluation (DIE) Model," and proposes 10 falsifiable hypotheses for future research. **Conclusions:** SCS-CTD provides the theoretical infrastructure to transition critical thinking research from general philosophical inquiry to predictive modeling of information-processing accuracy and bias mitigation.**背景：** 批判性思维（critical thinking）指客观分析信息并作出合理判断的能力，是信息饱和的数字时代不可或缺的核心技能。然而该领域长期存在“术语混乱”的问题，批判性思维常被混同于媒介素养（media literacy）、逻辑推理（logical reasoning）或问题解决（problem-solving）。 **问题：** 这种概念碎片化阻碍了标准化课程体系的构建，也削弱了旨在对抗在线环境中错误信息（misinformation）与认知偏差（cognitive biases）的干预措施的有效性。 **目标：** 本研究旨在建立SERNA概念标准（SERNA Conceptual Standard，SCS-CTD），为数字语境下的批判性思维提供规范定义与可检验的社会认知模型。 **方法：** 本研究对380篇同行评议论文开展系统综述，整合了教育心理学、认知科学与传播学领域的研究证据。 **贡献：** 该标准明确了12个规范术语，构建了“数字信息评估（Digital Information Evaluation，DIE）模型”，并为后续研究提出10个可证伪假设。 **结论：** SCS-CTD为批判性思维研究从一般性哲学探究转向信息处理准确性与偏差缓解的预测建模提供了理论基础框架。