摘　要
我国《普通高中英语课程标准》（2017版）提出培养和发展学生的思维品质，即一个人在其思维的逻辑性、批判性、创新性等方面所表现的水平和特点。英语阅读教学是培养思维品质的重要途径。阅读过程中，学生的辨析、概括、分析、推断等能力能得到有效训练。本研究将CoRT思维训练法应用在高中英语阅读教学中，探究此训练法对高中学生英语阅读能力及阅读中批判性思维倾向的影响。
本研究所进行的教学实验历时12周，选取广东省某中学2019级高一106名学生作为被试。控制组和实验组学生的人数相当，初始阅读能力及批判性思维倾向也在同一层次。教学实验是在同一位教师的指导下进行的。在实验组采取CoRT思维训练法第一部分（宽度）的七个思维工具进行阅读教学，针对不同课文主题设置相应的思维导向工具辅助学生思考。而控制组采用传统的P-W-P阅读教学法，侧重细节获取。在教学实验前后进行了中文版加利福尼亚批判性思维倾向的量表测试和阅读测试的前后测，以测量学生的批判性思维倾向和阅读成绩在实验后是否发生显著变化。实验结束后，从实验组和控制组共抽取6名处于不同思维水平的学生进行访谈，进一步了解影响结果的原因。
研究结果符合研究假设。第一，在阅读教学中，CoRT思维训练法比传统教学法更为有效，第二，CoRT思维训练法有助于提升学习者的批判性思维倾向。第三，访谈从学习者的知识背景和课程设计的角度总结了阻碍批判性思维的原因。
本研究通过实证研究为英语阅读教学中的思维训练模式提供了借鉴和参考，且认为在英语阅读中进行思维训练十分必要而且是可行的。在未来的批判性阅读教学中，希望思维训练法能够被更多教师采纳并推广使用。

Abstract
The National English Curriculum Standard for Senior High Schools (2017 edi-tion) puts forward a requirement for the cultivation and development of students’ thinking quality, namely, the level and characteristics of a person’s thinking in terms of logic, criticism, and innovation. English reading teaching contributes to the culti-vation of thinking quality. During the reading process, abilities of discrimination, generalization, analysis, and inference can be effectively trained. In this study, CoRT thinking training program is applied to senior high school English reading teaching to explore its impact on English reading ability and critical thinking tendency in reading in senior high school.
The experiment lasted for 12 weeks, and 106 senior high school students of Grade One in a middle school in Guangdong province were selected as participants. The number and initial reading ability of students in the CG and EG were the same and so did their critical thinking dispositions. The teaching experiment was carried out under the guidance of the same teacher. In the EG, seven thinking tools of the first part (BREADTH) of CoRT thinking training program were used to teach reading, and corresponding thinking-oriented tools were set up to assist students in thinking according to different text themes. The CG adopted the traditional P-W-P Method in reading teaching, focusing on detail acquisition. The Chinese version of the Califor-nia Critical Thinking Tendency Scale and Reading Test were conducted before and after the teaching experiment to measure whether the students’ critical thinking tendencies and reading scores change significantly after the experiment. After the experiment, six students at different levels of thinking were selected from the EG and the CG to conduct interviews to further understand the reasons for the impact of the results.
The results are in line with the research hypothesis. Firstly, CoRT Thinking Pro-gram is more effective than the traditional teaching method in reading teaching. Secondly, CoRT Thinking Program exerts a positive impact on improving learners’ critical thinking tendency. Thirdly, the interview summarizes the reasons that hinder critical thinking from the perspective of learners’ knowledge background and course design.
By conducting empirical research, this study provides a reference for thinking training model in English reading teaching and considers that it is necessary and feasible to train thinking in English reading. In the future, it is hoped that thinking training method can be adopted and popularized by more teachers.