随着《义务教育英语课程标准（2020 年版）》的出台，对学生英语水平的考查正经历着从知识基础型向能力导向型的巨大转变。阅读理解作为考查学生思维能力的重要组成部分，在新高考中占有举足轻重的地位。本文基于修订版布鲁姆分类学和《普通高中英语课程标准》（2020年修订）对普通高中阅读能力的要求，分析了2020年到2023年新高考英语试题中思维认知的层次分布。通过内容分析对数据进行定量分析。研究结果表明，八套全国卷对思维认知层次的考查分布不均。理解层次是被测试频率最高，但是应用和创造层次在八套试卷中都没有考查到。除此之外，六大认知层次的子技能的考查也分布不均，大部分题目集中考查学生对特定信息的理解。虽然考查学生高阶思维能力的试题数量有所增加但是大部分仍然集中在测试学生的低阶思维。基于这些发现，本文提出了平衡低阶思维问题和高阶思维问题数量的方法。同时，建议教师设计更多培养学生高阶思维能力的活动。

With the introduction of the English Curriculum Standards of Compulsory Education (2020 Edition), the examination of students' English proficiency has undergone a great change from knowledge-based approach to ability-oriented approach. As an important part of examining a student’s thinking ability, reading comprehension plays a significant role in the new college entrance examination. Based on revised Bloom’s Taxonomy and the requirement of English Curriculum Standards (revised in 2020) for general senior High School, this paper attempts to analyze the hierarchical distribution of thinking and cognition in reading comprehension of the New English College Entrance Examination tests from 2020 to 2023. Data was quantitatively analyzed through content analysis. The findings indicate that the cognitive levels in reading comprehension of the eight papers are unevenly distributed. Understanding is the most frequently tested while Applying and Creating are not tested. The distribution of sub-skills is also uneven. A large proportion of questions test students’ comprehension of specific information. The number of questions to test student’s thinking capacity has increased. However, the majority of these questions still centered on assessing students' lower-order thinking, and there is a scarcity of questions evaluating higher-order thinking. In light of these observations, the study suggests methods to redress the balance between lower-order thinking questions and higher-order thinking questions. Additionally, educators are advised to devise more activities geared towards fostering students' higher-order thinking abilities.