The Role of Data-Driven Instructional Models in the Development of Students’ Critical Thinking Skills in Core Literacy Education

The essence of critical thinking is a thinking process that consists of two parts: critical thinking disposition and critical thinking skills, and is an extremely important part of students’ quality development. The study establishes a theoretical model of the data-driven education model to support the development of students’ critical thinking skills, including three independent variables: activity space, physical space, and psychological space. The Californian Critical Thinking Disposition Questionnaire (CTDI-CV) was used to investigate and analyze 300 subjects. Multiple regression models and correlation analysis methods were used to test and analyze the data results of each variable in the data-driven teaching model and to develop students’ critical thinking skills. The results showed that students’ critical thinking ability reached 293 points overall, and there was no significant difference in students’ critical thinking ability in terms of gender, indicating that male and female students were basically the same in critical thinking. There is a significant difference in students’ critical thinking skills with respect to their majors, with science students having better critical thinking skills than arts students. Data-driven teaching models are significantly and positively correlated with students’ critical thinking skills.