外语教学领域的专家和研究者一直强调在阅读教学中培养学生高阶思维的重要性。新修订的课程标准中，思维品质也被列为核心素养之一。然而，现阶段阅读教学仍然强调对文本表层信息和语法知识的处理，学生的思维没有得到足够重视。前人研究主要提出了一系列培养学生高阶思维能力的教学策略，然而，对影响教师培养学生高阶思维的因素却关注甚少。基于此，本研究探讨了高中英语阅读教学中培养学生高阶思维的策略及其影响因素，研究对象是北京地区三所不同中学的三位高一英语教师及其任教班级学生。数据来源为课堂观察及录像、刺激性回忆、教师和学生访谈及三位教师的教学反思。所有数据均由作者转录为文字。本文采用修订后的布鲁姆框架(2001)对学生的课堂产出进行编码，得出三位教师对学生高阶思维培养的整体情况；作者整理了现有研究中高阶思维培养策略，对三位教师课堂教学行为进行编码，得出三位教师所采用的教学策略；通过研究对象的刺激性回忆、访谈及教学反思，进一步挖掘了其对学生高阶思维培养的影响因素。结果表明，三位教师的阅读教学中学生的高阶思维产出较少，但不同案例间存在差异；三位教师采取的策略主要为提问、合作学习、图形组织器、辩论等；教师对学生思维能力的预设、对阅读教学的理解、英语学习经验、教学和教研经验会影响其对高阶思维的培养。基于以上发现，本文建议英语教师改变对学生思维能力的预设，重视阅读教学中思维的培养，多参加与高阶思维培养有关的教研、论坛或讲座，在自身英语学习中多关注思维，以更好地培养学生的高阶思维能力。由于研究者无法同时关注每一位学生的思维活动，本研究的主要不足在于数据不够丰富。

The cultivation of higher order thinking in the teaching of English reading has been advocated by researchers and educators in foreign language education. Thinking capacity is also listed as one of the four key competencies in the revised English curriculum standards. Currently, however, the teaching of English reading focuses mainly on superficial understanding of the text and grammatical knowledge, with students’ thinking ignored. The present study investigates the strategies to cultivate students’ higher order thinking in the teaching of English reading, and its influencing factors. Three senior one English teachers from different middle schools in Beijing and their students participated in the research. Instruments included field observations, interviews, and stimulated recalls. The participants’ teaching reflection also served as resources for data collection. Students’ responses, classroom production, and teachers’ behaviors were coded using the Revised Bloom’ Taxonomy (2001) and strategies in literature to get an overall picture of the three participants’ cultivation of higher order thinking and the strategies that they adopted. The interviews, stimulated recalls and the participants’ teaching reflection were analyzed to further explore the factors influencing the cultivation of higher order thinking. Results demonstrate that generally, there is a lack of higher order thinking in the three teachers’ reading classroom, but the situations are different among the three cases. Strategies shared by the three teachers are higher order questions/tasks, cooperative learning, graphic organizers, and debate, but the effects of the strategies are different. Teachers’ presumption of students’ ability to think, their understanding of the focus of the teaching of reading, their experience of teaching and taking part in research projects, as well as their experience of English learning serve as the factors influencing the cultivation of students’ higher order thinking. It is suggested that teachers change their presumption of students’ ability to think, highlight the significance of thinking in their daily teaching, and participate more in research projects, seminars and lectures that emphasize higher order thinking. The major limitation lies in insufficient data since the research could not observe each of the students at the same time.