摘要 思辨人格倾向（CTD）是思辨能力的心理基础，能够促使学习批判性思维的知识和技能。英语写作是高中生英语学习的重要途径，其中议论文写作能够培养和表现学生的分析、推理和判断的综合能力。根据以往的研究，思辨能力与学生的议论文写作有着一定联系。然而，对这一领域的研究大多缺乏较新的量具和对论证质量的具体探究，且研究对象多数为大学生。 本研究针对高中生的思辨人格倾向及其与英语写作的论证特点，选取M中学高二年级学生作为研究对象。以问卷调查和写作任务为研究工具。收集的数据通过Stapleton 思辨写作模型、RAA论证质量量表，以及SPSS进行分析。 研究结果表明：1）高中生具有积极的批判性思维倾向，较低但接近于大学生的CTD；2）高中生论证的总体质量处于中上水平，高中生能够掌握基本的论证模型，无明显谬误地用至少一个论据去支撑论点，但仍暴露出论点不明、论据单一等问题；3）高中生的CTD与英语写作中的论证质量呈显著正相关；4）在CTD的8个维度中，只有认知成熟度与高中生的写作论证质量呈显著正相关。 本研究对高中生的CTD现状，以及其与写作中论证质量的关系进行调查，补充了以往研究并为英语教学提出了建议。

Abstract Critical Thinking Disposition（CTD）is the psychological basis of critical thinking ability, which motivates people to learn the knowledge and skills of critical thinking (CT). English writing is a crucial approach to English learning for high school students, among which argumentation writing can train and manifest students’ comprehensive ability in analyzing, reasoning and judging. According to prior studies, critical thinking ability is related to the argumentation writing of students. However, most previous researches in this field lack enough updated instruments and exploration of the argumentative quality, or just aim at college students. Aiming at the characteristics of high school students’ CTD and their argumentation in English writing, this study selects Senior Two students of M high school as research subjects. Questionnaire method and writing task are employed as instruments. The collected data is analyzed through Stapleton’s CT Writing Model, RAA Rubric for Argumentation Quality and SPSS. The study results are as follows: 1) High school students have positive critical thinking disposition, inferior but close to the college students’ CTD; 2) The overall quality of high school students’ argumentation stays at the upper middle level. High school students can command the basic model of argumentation, organize at least one evidence to support the arguments without obvious fallacy but still expose some problems like obscurity of argument and monotony of evidence; 3)There is a significant positive correlation between high school students’ CTD and the quality of their argumentation in English writing; 4) Among the 8 dimensions of CTD, only cognitive maturity is significantly and positively correlated with the quality of high school students’ argumentation in writing. This study investigates what the high school students’ CTD is like and how it is correlated with the quality of argumentation in writing, replenishing previous studies and providing suggestions on English teaching.