As to the definitions of CR, many s

As to the definitions of CR, many scholars present their own understanding.
Hafner (1974:40) defines CR as “such kind of reading in the process of which readers try to learn and use language more constructively, and to discuss and analyze language structures to clarify concepts with the skillful questioning”. Spache & Berg (1984) view CR as a reading ability that readers need to analyze and judge the information derived from the text in order to from their own understanding. According to Harris and Hodges (1981), CR is to make judgments in the process of reading. “The main purpose of CR is to make appropriate and scientific evaluations about what you have read.” In 2003, Pirozzi defined CR as the “high level understanding of the written material which includes the skills of paraphrasing and evaluating that enables readers to distinguish the important and unimportant information, distinguish facts and opinions, and determine the author’s purpose and mood. At the same time, it entails making inference to explore the implied information, filling the information gaps, and coming to logical conclusions.”

結果 (中文) 1:

对 CR 的定义，许多学者提出了自己的理解。哈夫纳 (1974:40) 将 CR 定义为"这样的阅读过程中读者试着学习和更富有建设性地使用语言，讨论和分析语言结构，以澄清概念与巧妙的提问"。Spache & Berg (1984) 视图 CR 作为读者需要分析和判断信息的阅读能力源于为了从自己的理解的文本。哈里斯和霍奇斯 (1981 年)，铬是使阅读过程中的判断。"CR 的主要目的是让你读过关于适当和科学评价"。2003 年，Pirozzi 定义 CR 作为"高水平上理解的书面材料，包括释义和评价的技能，使读者能够区分的重要和不重要的信息，区分事实和观点，并确定作者的目的和心情。同时，它需要制作的推理来探索隐含的信息，弥补信息差距，并合乎论理的结论来"。

結果 (中文) 3:

对于认知的定义，许多学者提出了自己的理解。Hafner（1974:40）定义了Cr作为“这样的过程中，读者应该更加有建设性地使用语言，阅读，讨论和分析语言结构与巧妙的提问“澄清概念。斯帕彻& Berg（1984）认为Cr作为阅读能力的读者需要分析和判断来自以自己理解的信息。据哈里斯和霍奇（1981），铬是使阅读过程中的判断。“铬的主要目的是进行适当的、科学的评估，对你所读过的东西。”2003，该定义Cr的书面材料，包括技能的释义和评价，使读者能够区分重要的和不重要的信息“高层次的理解，区分事实与意见，并确定作者的目的和心情。同时，它需要作出推断，探索隐含的信息，填补信息空白，并得出合乎逻辑的结论。