Positive questioning is to raise questions in a positive way to bolster progress in classroom teaching. It is featured predominantly by leveled question group design, situational questioning, diverse questioning subjects, and active classroom silence. This study notes some questioning problems in actual classroom setting, such as lack of systematic question design in terms of content; lack of sequential situational settings in terms of questioning mode; lack of successive switching between questioners in terms of questioning subjects; and lack of necessary classroom silence in terms of answers and feedback. To carry out active classroom questioning, it is necessary to turn question-based design into the design based on question groups, turn knowledge-based questioning into situational questioning, turn teacher-dominant questioning into multi-subject questioning, and turn an expectation for explicit Q & A effect into an in-depth expression after active silence.