Based on a mathematical analysis, this study explores the usage of question chains across different English class types and their role in developing thinking qualities. The findings are as follows: (1) The introductory question chain is evenly distributed across the four class types and helps activate students' innovative thinking; (2) The inquiry-based question chain is predominant in all class types except grammar class, focusing on cultivating deeper thinking; (3) Inquiry and critical thinking cultivation is relatively lacking in grammar classes; (4) The diagnostic and summative question chains are used infrequently, which hinders the development of students' logical generalization and induction abilities.