IntroductionResearchBackgroundInthecontextofglobalization,theimportanceofEnglishasthemainlanguageofinternationalcommunicationisself-evident(Crystal,2003).AsanimportantpartofEnglishlearning,readingisakeywayforstudentstoacquireknowledge,expandtheirhorizonsandimprovetheircomprehensivelanguageapplicationability.InseniorhighschoolEnglishteaching,readingplaysavitalrole,whichnotonlyhelpsstudentstoconsolidateandexpandtheirvocabulary,boosttheirgrammarability,butalsocultivatestheirthinkingability,understandingabilityandcross-culturalcommunicationawareness(Block,2000).Withthecontinuousadvancementofeducationreform,therequirementforhighschoolstudents'Englishreadingabilityisescalted,andthecultivationofdeepreadingabilityhasprominentlybecomethecoregoalofEnglishreadingteaching.Differentfromtraditionalsurfaceorshallowreading,deepreadingabilityrequiresstudentsnotonlytocomprehendthetextonthesurfaceofthecontent,butalsotoacquirethebasicinformationinthearticleandtodigdeepintotheconnotationofthecontent,understandtheauthor'swritingintention,viewpointandattitude,andlearntoanalyze,reason,evaluateandrelatetodailylife.Studentswithdeepreadingabilitycanactivelythinkandexploreintheprocessofreading,combinereadingmaterialswithexistingknowledgeandexperience,soastorealizetheinternalizationandtransferofknowledge,andimprovetheirindependentlearningabilityandcomprehensiveliteracy(Li,etal.,2022).This,ofcourse,laysasolidfoundationfortheirfutureacademicresearch,careerdevelopmentandlifelonglearningaswell(Anderson,2002;Hattie,2009).However,intheactualteachingofEnglishreadinginhighschool,therearestillsomeproblemsthathinderthedevelopmentofstudents'deepreadingability.Thetraditionalreadingteachingmodeoftenfocusesontheexplanationofvocabularyandgrammar,takestheteacherasthecenter,sothatstudentspassivelyacceptknowledge,andlackstheopportunityofactivethinkingandinquiry(Holliday,1994;Brown,2001).Underthisteachingmode,students'readingthinkingislimited,itisrelativelydifficultforthemtotrulyunderstandthedeepmeaningofthearticle,andtheirreadinginterestandenthusiasmarediscouraged.Inaddition,thesinglenessandlackofpertinenceofteachingmethodsmaketheteachingunabletomeetthelearningneedsofdifferentstudents,resultinginsomestudentsgraduallyfallingbehindinreadinglearning,whichfurtheraffectstheimprovementoftheirdeepreadingability.Inordertoimprovethissituation,educatorsareconstantlyexploringnewteachingmethodsandstrategies.Asaproblem-orientedteachingmodel,problemchainteachingmethodhasattractedwideattentioninrecentyears(Hu,2018;Li&Wang,2020).Problemchainteachingmethodmeansthattheteacherdesignsaseriesoflogical,hierarchicalandinspiringquestionsaccordingtotheteachingobjectivesandcontent,combinedwiththestudents'cognitivelevelandlearningneeds,andconnectsthesequestionsintoachaintoguidethestudentstograduallyunderstandtheknowledgeintheprocessofproblemsolving,andcultivatetheirthinkingabilityandindependentlearningability.TheapplicationofquestionchainteachingmethodinEnglishreadingteachingcanbreakthedullatmosphereoftraditionalteaching,stimulatestudents'learninginterestandinitiative,andmakestudentsactivelyparticipateinreadingactivitiesintheprocessofthinkingandsolvingproblems,soastoeffectivelyimprovestudents'deepreadingability.Asaschoolenjoyinggoodreputation,PanshiMiddleSchoolinYunyangCountyofChongqingactivelyexploresandinnovatesinseniorhighschoolEnglishteaching,andiscommittedtoimprovingstudents'comprehensiveEnglishliteracy.Itisrepresentativeandofpracticalsignificancetochoosethisschoolasanexampletostudyfortheschoolhasabundantteachingresourcesandexcellentteachers,whichprovidesgoodconditionsforcarryingoutteachingpracticeandresearch.Atthesametime,theschoolisalsoconfrontedwithsimilarteachingproblemsandchallengesasotherschools,sothestudyofthisschoolcanprovideusefulreferenceforsolvingtheseproblems.ThisstudychoseFoodandCultureofunit3inEnglishtextbook(II)forSeniorhighSchoolasademoofhowquestion-chainmethodscanbeappliedinSeniorhighschool.Thisunitwaselectedbecausethisunitisrichincontent,involvingthefoodculture,customsandtheculturalconnotationbehinddifferentcountriesandregions.Thecontentofthisunitisnotonlyclosetotheactuallifeofstudents,butalsohasacertainculturaldepthandbreadth.Itprovidesrichmaterialsandagoodcarrierforcultivatingstudents'deepreadingabilitybyusingquestionchainteachingmethod.Throughtheteachingresearchofthisunit,teacherscanbetterexploretheapplicationeffectandpracticalstrategiesofthequestion-chainteachingmethodinthedeepreadingteachingofseniorhighschoolinEnglish,andprovideexamplesandguidancefortheteachingofotherunits.ResearchObjectivesandQuestionsThepurposeofthisstudyistoexploretheimpactofquestionchainteachingmethodonstudents'deepreadingabilityinhighschoolEnglishreadingteaching.Specifically,throughtheimplementationofquestion-chainteachingmethodintheEnglishreadingclassofthesecondgradeofhighschoolinPanshiMiddleSchool,theperformanceandchangesofstudentsinthereadingprocessareobserved,andtheeffectofimprovementofthisteachingmethodonvariousdimensionsofstudents'deepreadingabilityisanalyzed,whichincludestheunderstandingofthedetailsofthearticle,thegraspofthemainidea,theabilityofreasoningandjudgment,theabilityofcriticalthinkingandtheunderstandingoftheculturalbackground(Grabe&Stoller,2019;Guthrie&Wigfield,2000).Atthesametime,combinedwithstudents'learningfeedbackandteachers'teachingreflection,thispaperdiscussestheadvantagesanddisadvantagesofquestion-chainteachingmethodinpracticalapplication,andprovidesmoretargetedandeffectiveteachingstrategiesandsuggestionsforseniorhighschoolEnglishreadingteaching.Basedontheaboveresearchpurposes,thisstudyputsforwardthefollowingspecificresearchquestions.Whatisthecurrentsituationoftheapplicationofquestion-chainteachingmethodinEnglishreadingteachingofseniorhighschool?Howdoestheapplicationofquestionchainteachingmethodimprovethedeepreadingabilityofhighschoolstudents?ResearchSignificanceTheoretically,thisstudycandeepentheunderstandingofthemechanismofactionofthequestion-chainteachingmethodandfurtherenrichandimproveitstheoreticalframework.Throughtheempiricalresearch,theimpactofquestion-chainteachingmethodonvariousdimensionsofhighschoolstudents'deepreadingabilityinEnglishisdeeplydiscussed,whichprovidesanempiricalbasisforsubsequentresearchandexpandstheapplicationresearchfieldofquestion-chainteachinginsubjectteaching.Atthesametime,itinjectsnewvitalityintoseniorhighschoolEnglishreadingteachingtheory,providesanewteachingperspectiveandtheoreticalreferenceforeducators,andhelpspromotethecontinuousdevelopmentandinnovationofseniorhighschoolEnglishreadingteachingtheory.Practically,thisstudyhasimportantguidingsignificanceforhighschoolEnglishteachingpractice.Throughthisstudy,teacherscanhaveadeeperunderstandingoftheapplicationmethodsandstrategiesofquestionchainteaching,andmasterhowtodesigneffectivequestionchainaccordingtotheteachingcontentandstudents'characteristics,soastoimprovethequalityandeffectofreadingteaching.Theapplicationofquestionchainteachingmethodcanchangethetraditionalsituationofteacher-centeredreadingteachingclassesandpassiveacceptancebystudents,stimulatestudents'learninginterestandinitiative,improvestudents'participationinclass,andmakereadingclassmorevividandefficient.Itplaysanactiveroleinpromotingthecultivationofstudents'deepreadingability.Ithelpsstudentslearnhowtoactivelythinkandanalyzeproblemsinreading,improvesstudents'abilitytounderstand,analyze,evaluateandcreate,trainsstudents'criticalthinkingandinnovativethinking,improvesstudents'independentlearningability,andlaysafoundationforstudents'lifelonglearning.Itwillprovidereferencebasisforeducationdepartmentsandschoolstoformulateteachingpoliciesandteachingplans,whichwillhelppromotethein-depthdevelopmentofeducationandteachingreform,promoteeducationequityandimproveeducationquality.ThesisStructureTherearesixchaptersinthisthesis.Theorganizationareasfollows:ChapterOneisanintroductorypartthatsystematicallylaysoutthebackground,purposeandsignificanceofthisstudy.ThischapterdiscussesindetailthedynamictrendsofchangingEnglishlearningneeds,particularlythegrowingcurrentemphasisonthedevelopmentofdeepreadingskillsinhighschoolstudents.Inaddition,thischapterclearlydefinesresearchissuesandgivesabriefoverviewoftheentirestructureofthearticle,providingreaderswithclearguidelinesforunderstandingsubsequentcontent.ChapterTwoisacomprehensivereviewofliteraturethatsystematicallyexaminestheresultsofrelevantstudiesinthefieldofquestion-chainmethodandtraditionalgrammar-translationmethod.Thischapterdescribesindetailthetheoreticalunderpinningsandbasicconceptsofthesetwolearningstrategiesanddiscussesindetailtheirspecificmethodsofapplyingandevaluatingtheeffectinclassroomteaching.ChapterThreelaysoutthefundamentaltheoreticalunderpinningsofthisstudy,includingconstructivistlearningtheoryandcognitiveloadtheory.Thesetheoriesprovideadeepinsightintothekeymechanismsofsystematicquestioningthatcontributetotheactiveaccumulationofknowledgeandincreaseparticipationincognitiveactivities.ChapterFourdetailstheimplementationprocessandthekeystepsofthisstudy.Inthisstudy,100studentsfromtwoPanshihighschoolclasseswithsimilarconditionswereselectedassubjectsofstudy,andamixedresearchmethodwasusedforstudy.Thecontrolgroupcarriedoutteachingactivitiesbyusingthetraditionalgrammar-translationmethod,whiletheexperimentalgroupimplementedteachingbyapplyingthequestion-chainteachingmethod.Inaddition,thischapterdiscussesindetailthespecificstepsinexperimentdevelopment,trainingimplementationanddataanalysismethods.InChapterFive,acomprehensiveanddetailedstudyoftheresearchresultsandtheirfurtherelaborationbysystematicverificationiscarriedout.Inparticular,quantitativedataanalysisshowsthattheexperimentalgroupachievedsignificantimprovementsindeepreadingskills,especiallyreasoningandcriticalthinkingskills.Inaddition,theresultsofthequestionnairesurveyalsoindirectlyconfirmedthehighdegreeofparticipationandpositiveassessmentofstudentsinresearchactivities.ChapterSixsystematicallysummarizesthekeyfindingsofthestudyandclearlydescribesthelimitationsofthestudyanditsimpactonfutureresearchdirections.Inaddition,thischapteroffersspecificguidanceforclassroominstruction,includingdevelopinghierarchicaltasksetsandorganizingeffectivegroupdiscussionstoimproveteachingefficiency.Finally,thischapterfurtherdiscussesthepotentialvalueofsubsequentstudies.LiteratureReviewThispartcomparesthequestion-chainteachingmethodwiththetraditionalgrammar-translationteachingmethod.Althoughexistingstudieshaveshownthatthequestion-chainmethodhaspotentialvalueinpromotinghigher-orderthinking,itssystematicimpactonstudents'learningstillneedsfurthureexploration.Tofillthisresearchgap,thisstudyadoptsempiricalresearchmethodstoexplorehowstructuredproblemdesigncaneffectivelyenhancestudents'activeparticipationandfurtheranalyzeitspotentialimpactinlearningoutcomes.StudyonQuestion-ChainTeachingMethodandGrammar-TranslationMethodThequestion-chainteachingmethodisadynamicteachingapproachthatenhancesstudents'cognitiveabilitiesbylogicallydesigningproblemsandhasreceivedextensiveattentioninthefieldofeducationalresearch.InChina,theresearchofWang,Q.(2020)furtherconfirmedthepotentialofthismethodinimprovingthepassivelearningenvironmentbyguidingstudentstoconductdeepexplorationofthetextusingthescaffoldingquestioningstrategy.AnempiricalstudyfromBeijingHighSchoolfoundthatafter12weeksofstudy,78%ofstudentssignificantlyimprovedtheiranalyticalskills.Inaddition,qualitativedataanalysisshowsthatstudentsshowgreaterconfidencewhengivingclearexplanations(Wang,2020).Globally,Brown(2018)conductedasystematicexplorationofthequestionchainbasedontheconstructivistframeworkandclearlypointedoutitshighconsistencywiththenaturalinquiryprocess.Smith(2019)furtherapproachedfromthemetacognitiveperspectiveanddeeplyexpoundedthepotentialvalueofthismethodinpromotingthedevelopmentoflearners'self-regulationskills.Walsh(2011)proposedtheconceptof"problemtrajectory",stressingthatproblemdesignshouldfollowaspiralprogressivemodelfromsimpletocomplex.ThisconceptisinlinewiththezoneofproximaldevelopmentproposedbyVygotsky(1978),whichshowsthatthequestioningprocessthroughpeerinteractioncaneffectivelyenhancelearners'higher-orderthinkingability.Comparedwiththeinteractiveteachingmethod,thetraditionalgrammar-translationmethodpaysmoreattentiontothememorizationofgrammarrulesandvocabularyratherthanthecultivationofcommunicativeability(Holliday,1994).Thismethodusuallyinvolvesrepetitivetranslationexercisesandateacher-centeredteachingmodel.Criticspointoutthatthismayweakenstudents'abilitytoeffectivelyuselanguageinrealsituations(Brown,2001).Furthermore,astudybyBlock(2000)foundthatintasksrequiringreasoningability,studentstaughtbythegrammar-translationmethodperformedworsethanthosetaughtbytheinteractiveteachingmethod.Althoughitsshortcomingshavebeenwidelyrecognized,thegrammatical-translationmethodstillholdsanimportantpositioninmanyeducationalscenarios.Thisismainlybecauseitiswidelybelievedthatthismethodcaneffectivelyhelpstudentsdealwithexamsthatfocusongrammaticalaccuracy(Hu,2018).However,recentstudieshaveshownthatthelong-termbenefitsofthismethodarecontroversial.AreportreleasedbyUNESCOin2021pointedoutthatover-relianceongrammaticaltranslationmaybeassociatedwithadeclineinstudents’participationandcreativityduringlanguagelearning.Thequestion-chainmethodeffectivelycompensatesforthelimitationsofthegrammar-translationmethodbystimulatingstudents'potentialtoactivelylearnandenhancingtheirdeepcognitiveparticipation.Thegrammar-translationmethodmainlyfocusesonmemorizingthesurfacelanguagerules,whilethequestion-chainteachingmethodguidesstudentstoactivelyanalyze,evaluateandsynthesizeinformation(Grabe&Stoller,2011).StudyonDeepReadingAbilityDeepreadingisahighlycomplexcognitiveskill,whichnotonlyinvolvestheunderstandingoftheliteralmeaningofthetext,butalsocoverscriticalinterpretationandin-depthanalysisattheideologicallevel.InthecontextoftheChineseeducationsystem,Chen,Y.(2019)pointedoutthatthereisanurgentneedtobreakthroughtheexamination-orientedshallowreadingmodeatpresent.Thiswayofreadingpaystoomuchattentiontospeedandvocabularymemorization,whileneglectingtheabilityofin-depthtextanalysis.Zhang,L.(2020)conductedanin-depthsurveyofinnovativestrategiesadoptedinteachingpracticesinJiangsuprovince..Byhelpingstudentscompareandreadclassicaltextswithnon-mainstreamtexts,teachershaveeffectivelydevelopedstudents'abilitytoquestionconventionalnarrativesandsignificantlyincreasetheirlevelofcriticalthinking.Globally,GrabeandStoller(2011)clearlystressedthecrucialroleofintertextualawarenessindeepreading.AccordingtotherelevantdatainthePISA2022report(OECD,2022),theabilityofstudentsinvolvedinintertextualtaskstoevaluateargumentsby27percentagepointsishigherthanthatoftheirpeers.Inaddition,theBloomtaxonomyrevisedbyAndersonandKrathwohl(2001)furthershowsthatdeepreadingisacomplexcognitivepracticethatcombinesrigorousanalysisandcreativethinking.TheoreticalBasesBasedonconstructivistlearningtheoryandcognitiveloadtheory,thisstudyexplorestheinfluenceofthequestion-chainteachingmethodonhighschoolstudents'Englishdeepreadingability.Thetheoreticalframeworkexplainsfromacomplementaryperspectivehowstructuredquestioningcanenhancethelevelofcognitiveparticipationandimprovereadingabilitybypromotingpositiveknowledgeconstructionandoptimizingtheallocationofpsychologicalresources.ConstructivistLearningTheoryConstructivisttheoryholdsthatstudentscanactivelyformasystemofknowledgethroughsocialinteraction,reflection,andproblem-solving(Piaget,1972;Vygotsky,1978).Inthecontextofdeepreadingpractice,thistheoryemphasizesthatstudentsareguidedbythemeaningofthetext,andnotjustpassivelyperceiveinformation.Bydesigningaseriesofquestionscorrespondingtothestudent'szoneofproximaldevelopment(ZPD),thistechniquecaneffectivelybridgethegapbetweentheexistinglevelofunderstandingandadvancedcognitiveskills.CognitiveLoadTheory(CLT)Thecognitiveloadtheory(Sweller,1988)aimstoimprovelearningefficiencybyrationallyallocatingresourcesintheprocessofinformationprocessing.Ifthestructuraldesignoftasksisunreasonable,itwillpreventstudentsfromeffectivelycarryingoutcognitiveprocessingofinformation.Thequestion-chainmethodsuccessfullyaddressesthischallengebybreakingdownthegoalsofabstractreadingintoaseriesofissuesrelatedtoeachother.Thehierarchicaldesignofthequestionchaincaneffectivelyreducethecognitiveloadandimprovethespeedofmemorizinginformation.Themethodofgraduallyincreasingthecomplexityoftheproblembasedonlogicalsequencesisinaccordancewiththebasicprinciplesofcognitiveloadtheory(CLT).Thisnotonlyhelpsstudentsrationallyallocatetheirlimitedknowledgeresources,butalsohelpstoaconductadeeperandmoresystematicanalysisofthecontentofthetext.ResearchMethodsResearchDesignThisstudyadoptstheempiricalresearchmethodtoexploretheinfluenceofquestion-chainteachingmethodonhighschoolstudents'deepreadingabilitythroughcomparativeexperiments.Thespecificdesignisasfollows:ExperimentalGroupingThisstudyselectedtwoparallelclassesinthesecondgradeofhighschoolinYunyangCounty,Chongqing,astheresearchobjectswithsimilarEnglishlevels.Thechoiceofseniortwostudentswasbasedonseveralconsiderations.Year11studentshaveacertainEnglishfoundationandlearningability.TheyareinacriticalperiodfortherapidimprovementanddeepeningofEnglishability.Atthistime,researchingtheinfluenceofthequestion-chainteachingmethodonEnglishdeep-readingabilitycanmoreeffectivelyobserveandevaluatetheeffectoftheteachingmethod.Moreover,theEnglishcoursecontentandteachingrequirementsinYear11alsoemphasizethecultivationofstudents'deep-readingability,whichishighlyconsistentwiththethemeandgoalofthisstudy.Thetwoparallelclassesareselectedwithonebeingtheexperimentalgroupandtheotherthecontrolgroup.TheEnglishproficiencylevelsofthestudentsinthetwoclassesareroughlysimilar.Thisgroupingmethodaimedtomaximizethesimilaritybetweenthetwogroupsofstudentsintheinitialstate,reducingtheinterferencecausedbyindividualdifferencesofstudentstotheexperimentalresults,andmoreaccuratelyrevealingtheinfluenceofthequestion-chainteachingmethodonhighschoolstudents'Englishdeep-readingability.Thetwoclassesshowednosignificantdifferencesinstudents’Englishproficiency,learningability,andlearningattitude.Sincebothweretaughtbythesameteacher,theexperimentalresultswerenotaffectedbyexternalfactors,whichfurtherimprovedtheexperiment’sreliability.Theexperimentalgroupusedthequestion-chainteachingmethodforEnglishreading,whilethecontrolgroupadoptedthetraditionalgrammar-translationmethod.Thegrammar-translationmethodwasadoptedinthecontrolgroup.Theteachermainlyexplainedvocabulary,analyzedgrammarandtranslatedarticlesinclasstoguidestudentstounderstandthebasiccontentofthearticles.Intheexperimentalgroup,thequestionchainteachingmethodwasapplied.Intheteachingprocess,theteacherdesignedaseriesoflogical,hierarchicalandinspiringquestionchainsaccordingtotheteachingobjectivesandcontentsoftheunit,whichconcernsfoodandcultureinUnit3Book2(NewSeniorEnglishforChinaStudents).DeepReadingAbilityTestsBeforeandaftertheexperiment,studentsintheexperimentalgroupandthecontrolgroupweretestedfortheirdeepreadingabilityinEnglish.ThetestpaperwasjointlycompiledbyprofessionalEnglishteachers,includingreadingcomprehension,analyticalreasoning,evaluationandcreationquestions,aimingatcomprehensivelyexaminingstudents'deepreadingability.Inthereadingcomprehensionsection,Englisharticlesrelatedtothetopicofunit3areselected,anddetailedcomprehensionquestions,generalideaquestions,reasoningandjudgmentquestionsaresettoteststudents'abilitytoacquireandunderstandtheinformationinthearticles.Intheanalysisandreasoningpart,studentsarerequiredtomakelogicalreasoningaccordingtothecontentofthearticletoteststudents'logicalthinkingability;Theevaluationandcreationpartrequiresstudentstoevaluatethecontent,structureandlanguageofthearticleandputforwardtheirownopinionsandsuggestions,orwriteaccordingtothetopicofthearticletoexaminestudents'criticalthinkingandinnovationability.Thereliabilityandvalidityofthetestpapersarestrictlycheckedtoensurethereliabilityandvalidityofthetestresults.Duringthetestingprocess,thetesttimeandenvironmentwerestrictlycontrolledtoensurethefairnessandobjectivityofthetest.ResearchProcessPreparationBeforeExperimentBeforetheexperiment,theresearchteamcarefullyconductedacomprehensivetraining.Thelecturerssystematicallystudiedthequestion-chainteachingmethod,includingtheoreticalresearch,analysisofspecificsituations,andtheprocessoflearningimitation.Thesetrainingcoursesaredesignedtopromotetheteacher’sunderstandingoftheprinciplesofquestionchainbuildingandsignificantlyimprovehiscriticalthinkingskill.Thecurriculumiscloselyrelatedtothestructureofthetaskchainthatcorrespondstotheobjectivesofthecurriculum,withafullconsiderationofthecognitivelevelofthestudentandrealenvironmentalfactors.Toensurelogicalconsistency,thedevelopmentoftasksprogressesgraduallyfromsimpletodifficult,inordertocreateawell-structuredandinterconnectedlearningprocess..Post-experimentTestingAftertheexperiment,thestudentsintheexperimentalgroupandthecontrolgroupweretestedfordeepEnglishreadingability.Thetestcontentswerethesameasbeforetheexperiment,includingreadingcomprehension,analyticalreasoning,evaluationandcreation.Thereliabilityandvalidityofthepre-test,whichwasmeticulouslyplannedbytheteacherteam,arequitesimilartothepost-test.Bycomparingthetestscoresofthetwogroupsofstudentsbeforeandaftertheexperiment,theeffectofquestion-chainteachingmethodontheimprovementofstudents'Englishdeepreadingabilitywasanalyzed.Inaddition,theresearchersdistributedastructuredquestionnairetomembersoftheexperimentalgrouptosystematicallyassesstheirattitudestothelearningmethodsused.Thecontentofthequestionnairecoversmanyaspects,includingthelevelofinterestinlearning,participationinactivities,thelogicaleffectivenessofquestionsequences,andthedevelopmentofcriticalthinkingskills.ResearchResultsDataAnalysisTheresearcherscollecteddatabeforeandaftertheexperimenttocomparetheimprovementofstudents'deepreadingability.Thedataobtainedbeforetheexperimentservedasastartingpoint,whilethedataobtainedaftertheexperimentmeasuredtheresultsoftheexperimentalandcontrolgroups.Inordertoensurethereliabilityandeffectivenessoftheevaluationquestion,apre-testwascarriedout.Atthesametime,thedesignofthequestionnairewasimprovedtoreduceambiguityandbias.Inaddition,thestandardizedagreementonthedistributionandcollectionofquestionnaireswasstrictlyobserved,whichsignificantlyincreasedthenumberofanswersandensuredtheintegrityofthedata.ReadingComprehensionTestTocomprehensivelyexploretheimpactofthequestionchainteachingmethodonseniorhighschoolstudents'deepreadingabilityinEnglish,apre-testandpost-testexperimentaldesignwasmeticulouslyimplemented.Twoclassesof50studentseachwereinvolved,withonedesignatedastheexperimentalgroup(EG)andtheotherasthecontrolgroup(CG).Thereadingcomprehensiontestswerecarefullydesignedtoalignwiththeunitthemeof"FoodandCulture".Thetestscomprisedfivetypes,includingdetailcomprehension,mainideaidentification,inferentialreasoning,criticalevaluation,andcreativesynthesis.Thespecificdataarepresentedinthetablesbelow.Table1:OverallScoreComparisonofEnglishDeepReadingAbilityTestforGradeIIStudentsGroupPre-testMean(SD)Post-testMean(SD)ProgressRangeExperimental55.5（8.2）84.8（5.7）29.3Control53.9（7.9）63.7（6.8）9.8Note:Samplesize:50studentsperclassTable2:ComparisonofEnglishDeepReadingAbilityTestQuestionTypeGroupPre-testMean(SD)Post-testMean(SD)ProgressRangeDetailComprehension（20）Experimental12.5（2.3）16.8（1.9）4.3Control12.2（2.5）14.1（2.1