Abstract Teachers used continuous problem situations with logical relationship to provide students with continuous learning tasks and promote students keep thinking deeper and deeper. There were three conditions for promoting students to think deeply: students' initiative, the time of students' autonomous thinking and thinking tasks. The representations of students' thinking were the ability of summary, logical reasoning ability and the understanding of the essence of problem. Designing evaluation dimension and method would achieve the purpose of evaluating students' thinking process. The practical cases illustrated the feasibility of this method and found evidence to support the students' thinking.
