The purpose of this study is to explore Chinese teaching strategies with question-ing skills in teaching Chinese as a second/foreign language. The multimedia-based questioning skill training provides an open environment for Chinese teachers to improve their teaching effects and to develop and analysis questioning process by himself or her-self. The training is expected to support Chinese teachers in performing better conceptual teaching if the instructional and questioning strategies have been applied well. The major studies have four hypotheses, shown as follows: 1. Based on multimedia-based questioning skill training, the percentage of "recalling" question in pre-test is lower than the number of recalling question in post-test. 2. Based on multimedia-based questioning skill training, the percentage of "inferring" question in pre-test is higher than the number of recalling question in post-test. 3. Based on multimedia-based questioning skill training, the percentage of "creative thinking" question in pre-test is higher than the number of recalling question in post-test. 4. Based on multimedia-based questioning skill training, the percentage of "critical thinking" question in pre-test is higher than the number of recalling question in post-test. Through an experimental teaching and observation, the quantitative (z test and χ^2 value) and qualitative (interviewing) analysis have been processed with iterative analytic induction. Then, the trustworthiness of this study has been validated in terms of constructing instructional methodology of questioning skill in teaching Chinese as a second/foreign language.