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roles in fostering interaction, particularly in reading classes.  The effective design of the question chain can effectively train students’ thinking abilities and encourage them to engage in analytical thinking about the text. It can also enhance their abilities to reason and synthesize information.

Second, the question chain is considered to be a teaching strategy. Wang Houxiong (2010: 50-54) defines the question chain as a set of teaching questions designed to match students’ current cognitive levels with the goals of teaching based on their prior knowledge and experience. When designing question chains, teachers should ensure that question chains are logical, and motivational to ensure that they are layered and spiraling. Each question has its own unique and necessary position in the question chains, especially the first question, which plays a crucial role in guiding classroom discussion and promoting students’ participation. The effectiveness of the questions will have a direct impact on the effectiveness of the entire question chain in teaching practice. Zhang Jianhong (2018:30-31) argues that teaching involves a sequence of interconnected questions and challenges, known as the problem chain. The core of it is the formulation of questions. Especially in reading teaching, the use of question chains can not only guide students to think deeply but also combine the actual situation of students and effectively develop their thinking abilities.  

2.2 Question Chain Teaching Mode

Since the introduction and practical application of the question chain teaching mode, researchers in various fields have shown great interest in the implementation. They have been actively involved in developing and interpreting the question chain teaching mode in diverse contexts. To enhance its effectiveness, researchers have attempted to integrate this mode with other teaching theories for improved educational outcomes. In his study, physics researcher Wenbin Liao (2019:4-5) proposes a set of techniques to develop students’ scientific thinking. These techniques include guiding students to actively participate in thinking by designing problems, using problem-solving tasks to train students’ scientific reasoning skills, and scientifically applying relevant evidence when analyzing problems. He also points out that when implementing the question chain teaching strategy, teachers should ensure that learning tasks and materials are organized in a coherent, logical and sequential manner so that meaningful learning and scientific concepts can be effectively integrated into the problem-solving process. (Xin Ze and Chen Yanhua, 2020:34-37) Yang Fenglou (2021:36-37) advocates that the construction of question chains should follow the principle of simplicity to complexity. Through this strategy, physics concepts are integrated and connected to build a framework that promotes the understanding of mutual causality and similarity. He emphasizes the central role of question chains in providing quality physics education, which is based on the intrinsic connection between questions and problems. To ensure the effectiveness of the question chain, all questions should be tightly focused on the current instructional objectives and context and closely aligned with the content. This problem-centered curriculum design plays a critical role in enhancing the overall effectiveness of the curriculum. (Yu Qilin, Xu Huanhua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。