人工智能时代对人类的高阶认知能力提出了新的要求，在此背景下，本文探讨将大语言模型(LLM)有效融入英语专业阅读课程以培养学生思辨能力的创新路径。文章将内隐的思辨过程显性化和结构化，构建并例证了一个“诊断-挑战-重构”三步循环的阅读课堂教学模式：由LLM担当“诊断镜”与“假想敌”，为学生的既有观点提供诊断性反馈与对立性挑战，学生则在此基础上进行批判、反思与修正，实现思维的深化与重构。这种人机协作模式不仅革新了传统教学方法，更驱动教师从知识传授者向思辨引导者转型，其最终目的在于赋能学生掌握在复杂信息社会中独立思考与审慎判断的核心素养。

In response to the new requirements for higher-order thinking skills in the AI era, this paper investigates an innovative approach to fostering critical thinking by integrating Large Language Models (LLMs) into the EFL reading instruction. It constructs and illustrates a three-step cyclical teaching model (diagnose-challenge-reconstruct) designed to externalize and scaffold the internal process of critical thinking. The LLM is tasked with the dual roles of diagnosing and challenging, offering both analytical feedback and counterarguments to students’ initial perspectives. Students, in turn, critically engage with, reflect upon and revise their ideas, leading to a profounder and reconstructed understanding. This human-AI collaborative paradigm not only revitalizes conventional pedagogy but also prompts a shift in the teacher’s role from a knowledge transmitter to a critical thinking facilitator. The ultimate objective is to equip students with the essential skills of independent thinking and sound judgment necessary for navigating a complex information society.