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Reading is one of the important activities in the process of learning English in senior high school,and improving students’ reading ability is an important goal of senior high school English teaching.Reading is both the focus and the difficulty of senior high school English teaching.The classroom questions are the medium to reflect the learning efficiency of the reading class.The questions asked by teachers in reading classes are tools to inspire students’ thinking in the reading process,which can guide students’ thinking from lower to higher levels and lead to the formation of students’ higher-order thinking skills.However,in our teaching norm,there are still many problems with question design.Therefore,this study conducted action research on the design of English reading classroom questions based on Bloom’s Cognitive Objectives Taxonomy in a senior high school in Guiyang,aiming to investigate the following three questions:（1）What is the current status of senior high school students’ English reading ability before the action intervention?（2）How to design English reading classroom questions based on Bloom’s Cognitive Objectives Taxonomy?（3）How effective is the use of the question design based on Bloom’s Cognitive Objectives Taxonomy in the senior high school English reading classroom?The action research was divided into two phases.Before the action research,the researcher investigated the current situation of students’ English reading ability through questionnaires,reading tests,and interviews.The first round of action research was conducted based on the problems revealed by the students’ questionnaires and tests.The second round of action research focused more on the development of creative thinking in reading based on the improvement of the first round of research.The results of the study revealed that（1）before the action intervention,students’ reading comprehension skills were at a low to moderate level;（2）In the course of the action research,based on Bloom’s Cognitive Objectives Taxonomy as a theoretical basis,the question design model of "recalling experience,comprehending text meaning,applying life practice,analyzing multi-dimensional reasons,evaluating strengths and weaknesses,and creating new ideas" was developed,the proportion of higher-order question distribution increased,and the author proposed strategies for effective question design based on the author’s own practical experience;（3）After the two rounds of action research,Students’ reading thinking skills improve accordingly in all six dimensions,and their reading test scores improved significantly.Therefore,applying the question design based on Bloom’s Cognitive Objectives Taxonomy to reading instruction has practical implications.Based on the findings of this thesis,to further promote the effective design of questions in senior high school English classrooms,the author draws the following implications: attention should be paid to question design,with a focus on achieving a balance of high-and low-level thinking questions;individual variations between students must be considered;professionalism among teachers in the classroom should be enhanced;it is vital to create an atmosphere that is both inviting and engaging.Although there are some shortcomings in the process of this action research,it is expected that this study will provide a reference for the design of questions in a senior high school English reading classroom.