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The implementation of deep learning in the classroom has significant implications. From a macro point of view, as early as 2014, the Ministry of Education promoted the “deep learning” education reform project in response to the problems existing in the current teaching stage and proposed that deep learning is a powerful method to promote the development of future education and to meet the individual needs of students. Then, there are also some local education departments that value the importance for students to achieve deep learning in English classes, for example, the Sichuan Institute of Educational Sciences carried out a key project “An Action Research on Improving High School English Reading Teaching based on Deep Learning” in 2022, which shows that it is particularly important to apply the concept of deep learning in high school English teaching for the development of students’ core literacy. While from a micro point of view, the National English Curriculum Standards for Senior High School (2017 Edition 2020 Revision) states that the application of the activity-based approach in English learning can help students achieve deep learning and promote the transformation of their abilities into core literacy. In addition, Wang Qiang (2021) points out that the concept and characteristics of deep learning coincide with the language learning concept in the National English Curriculum Standards for Senior High School (2017 Edition 2020 Revision), and deep learning is important for implementing the English core literacy, improving teachers’ teaching philosophy and teaching method, and promoting curriculum reform. This demonstrates the importance of guiding students to achieve deep learning in the classroom.

1.2 Purpose of the Research

There are mainly two purposes of this study. The first one is to observe the features and differences of teacher questioning between the different classes which are talking about the same reading text. And the second one is to analyze the impact of teachers’ questions on students’ learning and reveal the features of teachers’ questions that can promote students’ deep learning. The observation on teacher questioning will be carried out with the help of the observation framework. The main observation points in this framework includes question type, question strategy, the way questions are answered and the way of giving feedback. Then according to the analysis on the result obtained through the observation, this study can reveal the features of teachers’ questions that can help student enter deep learning stage. In a real teaching situation, there are usually few questions that can promote the development of students’ thinking and help them conduct deep learning, because such questions can cost the teacher more time and may be difficult for students. In addition, this kind of question also has higher expectations on teachers. Therefore, through the observation and analysis of teachers’ questions in 12 classes, this study summarizes the features of teachers’ questions that can promote students’ deep learning and then puts forward some suggestions. So that in the future, teachers can feel more easily to use this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。