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本文是一篇初中英语教学论文，本文通过使用软件SPSS27.0对教师提问与学生深度学习进行相关性分析，以找出两者之间的关系。最后，通过对课堂观察、教师访谈与学生问卷的综合分析，本研究讨论了影响深度学习效果的教师提问的表现特征及主要成因。

Chapter One Introduction

1.1 Background of the Research

Applying questions to teaching and learning process is an age-old practice. Questions are often used to promote the recall of previous knowledge, facilitate understanding, and improve the development of students’ critical-thinking ability. Teachers ask questions with the aim of helping students uncover what has been learned to comprehensively probe into the subject matter and elicit discussion and interaction. It can help bridge the gap between students’ existing knowledge and the knowledge they are expected to acquire in collaboration with teachers. Accordingly, as an important tool to develop students’ thinking ability, teacher questioning has been strongly recommended by many scholars and educators. 

In China, the National English Curriculum Standards for Compulsory Education (2022 ed.) stresses that teachers need to design and propose questions that point to different levels of thinking, guide students to think independently, so as to promote students’ thinking development from lower to higher order (MOE of PRC, 2022). That’s to say, it is vital for teachers to cultivate students’ higher-order thinking via teacher questioning. Deep learning, which is featured by higher-order thinking, has attracted scholars’ attention. Since deep learning requires students to integrate what they are learning with what they already know, and then create new connections and concepts (Biggs, 1999), teachers around the country are encouraged to integrate deep learning into teacher questioning to promote the development of learners’ higher-order thinking ability, and abundant researches suggest that it is pivotal to develop 21st century learners (Zhang Guanglu, 2020). Therefore, teacher questioning, as one of the most crucial steps of thinking development, becomes an indispensable part in the cultivation of students’ deep learning. Reading, as a vital aspect of language ability, is a complex cognitive process. 

1.2 Significance of the Research

The importance of the studying lies in the following two aspects. 

Theoretically, on the basis of clarifying the connotations and the internal relationship between teacher questioning and deep learning, this research combines teacher questioning with deep learning to investigate the current situation of questioning, and then analyzes the main factors of teacher questioning that influence students’ deep learning in English reading class. Accordingly, researching English teachers’ conceptions of deep learning and their attitude towards deep learning in questioning will help researchers, policy-makers and teachers themselves to identify deep learning in relation to their discourse, and go beyond description towards an understanding and explanation of deep learning and teacher questioning. In addition, from the relevant study, the bulk of researches in teacher questioning have been in the classroom of natural science, while few studies have coped with humanities, as is the case of present study. 

Practically, students learn from constant thinking ability, and teachers’ deep questions are helpful to improve students’ higher-order thinking, and can facilitate l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。