思辨能力，作为社会生活一个重要元素，正在得到越来越多的关注和重视。《国家中 长期教育改革和发展规划纲要》也强调培养具有思辨能力以及良好问题解决能力的创造性 人才。此外，阅读是思维过程和信息的交互过程，因此把思辨能力和阅读能力结合起来具 有重大意义。然而此前该领域的相关研究都只关注了思辨能力的一个维度。 因此，本研究将以双维结构模型为理论支撑，探究高中生思辨能力与英语阅读能力的 相关性。具体研究问题如下：本文主要回答两个研究问题：（1）高中生思辨能力和阅读 能力的现状如何？ （2）高中生思辨能力与其阅读能力之间存在何种相关性？ 本研究选取北京师范大学（珠海）附属高级中学200名学生作为研究对象，并通过思 辨倾向量表（CCTDI），思辨技能测试（WGCTA）以及阅读测试收集相关变量数据。借助 SPSS18.0进行数据分析，进行了描述性、频次以及皮尔逊相关性以回答相应研究问题。 经研究发现，72.5°%高中生的思辨能力处于中等水平。52.3°%学生阅读能力处于中等水 平，42%的阅读能力处于高水平。由此可见高中生的思辨能力和阅读能力都是较为良好的。 皮尔逊相关分析表明高中生思辨能力与阅读能力存在显著正向的相关性。思辨倾向与阅读 能力并无显著联系，但其中的开放性和求知欲倾向分别与阅读能力的归纳技能以及理解细 节技能存在显著相关性。思辨技能也与阅读能力存在显著相关性。此外，思辨技能每个细 分维度都至少与阅读能力的1个或更多细分维度紧密相关。尤其是自我管理，与阅读能力 的5个技能显著相关。 提高学生的思辨能力对提高学生阅读能力有极大帮助，而阅读本身也是发展学生思辨 能力的重要途径。作者根据研究发现得出教学启示，无论是教师、学生、英语课堂教学、 教育部门等都要共同致力于发展学生的思辨能力，旨在提高学生的阅读能力同时也能提高 学生的英语水平。

Critical thinking, as an important element of the society, is getting more and more highlights and attention. National Education Reform and Development of Long-term Planning Programs emphasize the importance of cultivating creative talents with critical thinking ability and notable problem-solving ability. Reading is the interaction between thinking process and visual information, so it is significant to combine critical thinking and reading. However, the previous studies mainly focus on only one dimension. Consequently, the present survey study is carried out from the perspective of Double Dimensions Model. Specific research questions proposed in the present study are: (1) What is the current state of senior high school students’ critical thinking ability and English reading ability? (2) What is the correlation between senior high school students’ critical thinking ability and English reading ability? 200 students from Senior High School Attached to Beijing Normal University at Zhuhai are chosen as subjects. CCTDI and WGCTA (Chinese version) and an English reading test are used to measure variables. With the assistance of SPSS18.0, various analysis methods are employed to analyze data namely, descriptive, frequency, and Pearson correlation analysis. Based on statistical results, 72.5% senior high school students’ critical thinking ability is at medium level. 52.3% demonstrate a medium-level English reading ability and 42% own high-level English reading ability. There exists a positive significant correlation between subjects’ critical thinking ability and English reading ability. Viewing from each dimension, critical thinking dispositions do not significantly correlate with reading ability while critical thinking skills do. Besides, each sub-scale of critical thinking skills has positive significant correlation with at least one or more sub-scales of reading ability. Especially Self-regulation, it is significantly correlated with 5 sub-scales of reading ability. As for critical thinking dispositions, there exists significant correlation between only two groups of sub-scales. In light of the statistical analysis, some pedagogical implications to make joint effort for students’ critical thinking cultivation are proposed.