阅读是高中生重要的英语技能之一也是学生语言能力中的重要一环，因此如何提高阅读教学的有效性一直以来都是学者教师们所关注的重点。高中英语新课程标准指出，阅读教学是培养学生思维品质尤其是批判性思维的主要阵地。然而在现有的一线教学中，许多阅读课上还是存在过度强调语言知识，技能和对文本浅层理解的灌输。学生对于英语阅读的兴趣不高，课堂参与度不够，思维不活跃等问题。这使得阅读教学难以实现培养学生批判性思维能力这一重要功能。对话教学作为一种教学方法，强调利用对话的力量来引导学生思考、学习和理解。长期以来，对话也一直被看作是能帮助学生提高思维能力的一种机制。基于此，研究者以中国高中英语阅读教学为研究背景，探究对话教学模式对提升高中生批判性思维倾向的影响，力求运用对话教学提高高中英语阅读教学的有效性，促进学生批判性思维品质的发展。

本研究采用行动研究范式，旨在探究指向学生批判性思维倾向提高的对话教学模式如何运用到高中英语阅读课中，以及对话式教学如何影响高中生批判性思维倾向的发展。本行动研究在广东省惠州市的一所普通高中的高二年级某班级展开，参与研究的学生共56人。两轮行动研究为期共十二周，期间研究者在该班级采用对话式教学模式进行英语阅读教学，基于阅读文本设计了围绕关键问题探究的师生和生生对话活动，并在对话中通过提问，追问等方式对学生的批判性思维进行针对性的训练。课堂上的对话过程遵循了对话者间相互支持、互惠、知识累积的主要原则。研究者通过对本研究所收集的问卷、访谈、课堂录像、课堂对话评价表的分析，得出以下发现：首先，在高中英语阅读教学中采用对话教学模式，适合采取教师主导的问答式和自主讨论式相结合的策略，并融合教师、学生和文本三者之间的对话关系，设计围绕文本主题探究的关键问题作为对话主线，从而为学生提供丰富的思维碰撞和对话的机会。其次，对话教学模式在不同程度上均促进了学生批判性思维倾向的提高。学生在寻求真相、开放思想、分析能力，以及求知欲、自信心和认知成熟度方面都有了一定的进步。

最后，基于研究发现，研究者为一线教师提出了在高中英语阅读课上采用对话教学模式促进学生批判性思维发展的具体启示和建议，力求为英语教师提高英语阅读教学的有效性，和促进学生思维品质发展提供一定的参考价值。

Reading is one of the most important English skills for senior high school students, and it is also an important part of students’ language ability. Reading instruction is also most commonly conducted in senior high school English classrooms. How to improve the effectiveness of teaching reading has always been a hot issue for many scholars and teachers. The General Senior High School Curriculum Standards of English points out that the reading instruction is the main battleground for cultivating students’ thinking capacity, especially for critical thinking. However, in many English classrooms, there is still an overemphasis on language knowledge or skills and recitation of superficial understanding of texts. Students are not interested in English reading, neither do they engaged or think actively in class, which makes it difficult for reading instruction to achieve the important its function of cultivating students’ critical thinking abilities. Grounded on the research context of English reading instruction, this study explored the impact of dialogic teaching method on improving Chinese senior high school students’ critical thinking dispositions, and strived to find out effective and feasible dialogic teaching methods and strategies for practice.

The research adopted the action research paradigm to explore how the dialogic teaching methods targeting at the improvement of students’ critical thinking dispositions could be applied to senior high school English reading classes, and how dialogic teaching affected the development of students' critical thinking dispositions. The action study was conducted in a second-grade class at a senior high school in Huizhou, Guangdong province, with a total of 56 students participating. The two rounds of action research lasted for 12 weeks, during which the researchers used the dialogic teaching methods to teach English reading in the class. Through the analysis of questionnaires, interviews, classroom videos, and classroom dialogue assessment worksheets collected in this study, the researchers came to two conclusions. First of all, when applied to English reading instructions, the dialogic teaching method is better to combine the teacher-led question-and-answer form and the students-to-students discussion form, and design the key questions around the thematic content involving various relationships among dialogue subjects: teacher, students and the text. In this way students can be provided with rich opportunities for thinking collision through classroom dialogue. Secondly, the research confirmed that the dialogic teaching methods had promoted the improvement of students’ critical thinking dispositions to varying degrees. Most participants have made certain progress in truth-seeking, open-mindedness, analyticity, inquisitiveness, self-confidence, and cognitive maturity tendencies.

Finally, based on the research findings, the researcher put forward specific implications and suggestions for in-service teachers to implement the dialogic teaching methods in senior high school English reading instructions to cultivate students’ critical thinking dispositions. The researcher also strived to provide reference value for English teachers to improve the effectiveness of teaching English reading.