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earners to use the ways of analysis, evaluation, and creativity in the process of problem solving. Besides, the combination of deep learning and questioning in English reading teaching is beneficial to arouse teachers’ attention to deep learning and improve the quality of their questioning strategies. What’s more, considering that it is difficult to find researches that specifically investigate teacher questioning and deep learning within English reading teaching in Junior middle school, this study pays special attention to how teachers understand the concepts and to what degree they implement deep learning in question designs, as well as to what degree the potential factors influence the way of asking questions, and then the author proposes some questioning strategies to optimize teacher questioning in English reading teaching. Therefore, it provides insight into the current situation of teacher questioning, what barriers there might be in the implementation, and what the strategies can be learned from. 

Chapter Two Literature Review

2.1 Deep Learning

The difference between deep learning and surface learning as students’ learning approaches has been supported by the consequence of prior studies (Marton & Sajio, 1976). As students’ approaches to study, deep learning and surface learning are considered to be two extremes of a continuum. A deep learning approach tends to contribute to better knowledge storage and transfer, and then generates high-quality learning outcomes, such as making better sense of subjects and critical thinking skills, while students are unlikely to bring about high-quality learning outcomes, or acquire appropriate skills and competences through a surface approach to learning. There is no doubt that deep learning has been highly concerned by academic community and the world. In this part, the definitions, characteristics and classifications of deep learning will be demonstrated. 

2.1.1 Definitions of Deep Learning

(1) Definitions of Deep Learning

Based on Bloom’s Taxonomy, a hierarchic approach to cognition, Marton and Saljo (1976) conduct a study to examine students’ approaches to a particular task and discover that students have different intentions and adopt two differing approaches when processing the task. The first approach is to understand the ideas in the passage by comprehending and understanding the text. The second approach has an intention to remember the facts and details from the text and concentrate on what they think they will be tested later. The researchers characterize the students using the first approach as adopting deep approach to learning, while the students applying second approach demonstrated surface approach to learning, that is also called rote or superficial leaning. Generally speaking, the difference between deep and shallow learning via Marton and Saljo’ thought is not sufficient. In their views, deep learning can be used to solve problems, but in reality, surface learning can also help students figure out the basic problems and in this way no further analysis of the text is required. 

2.2 Teacher Questioning

The importance of teacher questioning as a component of classroom discourse has been well studied by researchers. Different types and strategies of teacher questioning help teacher education and their professional development. In this s本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。