College English reading courses serve as core components in fostering students' English language input competence

cross-cultural communication skills

and critical thinking abilities. Drawing on the core connotation of the OBE educational philosophy

this study explores scientific questioning strategies for teachers in college English reading classes. Focusing on the element method

it centers on two core dimensions of texts—what (content elements) and how (implementation approaches)—and designs questions that facilitate students in constructing text frameworks

sorting out key elements

and mastering detailed information. This article aims to provide theoretical and practical references for enhancing the teaching quality of college English reading courses and implementing OBE educational objectives.