Abstract：Based on questionnaire data from 10,964 college students， this study systematically examines the impact of Generative Artificial Intelligence (GAI) use on college students' critical thinking. Research finds that there is a U-shaped relationship between the frequency of GAI use and the level of critical thinking among college students， initially decreasing and then increasing. However， the breadth of GAI's functional applications and users' recognition of GAI's value positively promote the level of critical thinking among college students. This reveals the complex mechanism by which GAI use affects critical thinking. There is a cognitive outsourcing risk when students passively rely on GAI for ready-made answers， yet critical thinking can be enhanced when students actively and strategically use GAI as a multi-functional learning tool. The results indicate a clear distinction between shallow dependence and deep empowerment in students' modes of using GAI. Rather than whether GAI is used， how students use GAI emerges as a key variable influencing cognitive growth and academic performance. These insights offer valuable empirical support for higher education institutions to optimize pedagogical strategies and technological guidance in the era of AI integration.
蔡颖蔚 陈 茁. 双刃之剑：生成式人工智能对大学生批判性思维的影响[J]. 华中师范大学学报（人文社会科学版）, 2025, 64(6): 146-159.
Cai Yingwei Chen Zhuo. The Double-Edged Sword： The Impact of Generative Artificial Intelligence Use on College Students' Critical Thinking. journal1, 2025, 64(6): 146-159.
2025, Vol. 64 
