Dear Sir/Madam,
The purpose of this survey is to understand the teacher teaching style and students' deep learning of Guangxi Talent International College Affiliated High School. Your true opinion is very important to us. Please fill out this questionnaire objectively and truthfully. This survey questionnaire is anonymous and does not require a name. Thank You.
This questionnaire is divided into 3 parts in total.
Part I .Personal information 個(gè)人信息
Part 2 .Teacher teaching style 教師風(fēng)格
Part 3. Students' deep learning 學(xué)生深度學(xué)習(xí)
Part I Personal information 個(gè)人信息
1. Your gender 您的性別 1. Female 女性 2. Male 男性
2. Your age 您的年齡 1. 14-15years 2. 16-17 years 3. 18 - Over18
3. Your level您的年級(jí) 1. Senior one 高一 2. Senior two高二 3. Senior three 高三
4. Your academic performance average您的平均學(xué)業(yè)成績(jī) 1. 80-100% (Very excellent) 80-100%（非常優(yōu)秀 ） 2. 70-79% (excellent) 70-79%（優(yōu)秀 ） 3. 60-69% (Middle grades) 60-69%（中等） 4. Below 60% (poor grades) 60-69%（成績(jī)較差）
Part 2 .Teacher teaching style 教師教學(xué)風(fēng)格 A. Authoritative Style 權(quán)威型
5.I can quickly come up with multiple ideas or solutions when given a problem to solve. 當(dāng)我遇到問題需要解決時(shí)，我能迅速提出多個(gè)想法或解決方案。 6.I enjoy coming up with multiple solutions under time constraints. 我喜歡在時(shí)間限制下提出多個(gè)解決方案。 7.When I encounter difficulties in my studies, my teacher will offer guidance and at the same time encourage me to think independently. 當(dāng)我學(xué)習(xí)遇到困難時(shí)，老師會(huì)提供指導(dǎo)，同時(shí)鼓勵(lì)我獨(dú)立思考 8.When working under time pressure, I can still produce a variety of possible solution. 在時(shí)間壓力下，我仍然可以提出多種可能的解決方案。 9.I often contribute several ideas in discussions or group projects rather than just one or two.在討論或小組項(xiàng)目中，我經(jīng)常貢獻(xiàn)幾個(gè)想法，而不僅僅是一兩個(gè)。 B. Facilitator Style 10.When instructors use facilitate techniques (e.g., questioning, prompts) under time limits, rapidly generate a high volume of solutions. 當(dāng)教師在時(shí)間限制下使用促進(jìn)技巧（例如提問、提示）時(shí)，我能迅速產(chǎn)生大量的解決方案。 11. During time-constrained sessions with facilitate guidance, I brainstorm numerous ideas by building on peer or instructor inputs. 在時(shí)間受限的促進(jìn)者指導(dǎo)下，我通過借鑒同伴或教師的輸入進(jìn)行頭腦風(fēng)暴，產(chǎn)生大量的想法。 12.I quickly produce multiple solution pathways when facilitators structure collaborative activities in fast-paced environments. 當(dāng)促進(jìn)者在快節(jié)奏的環(huán)境中組織協(xié)作活動(dòng)時(shí)，我能迅速產(chǎn)生多種解決方案。 13.In timed tasks using Socratic or facilitate methods, I maintain abundant ideas with minimal direct instruction. 在使用蘇格拉底或促進(jìn)者方法的限時(shí)任務(wù)中，我能在最少的直接指導(dǎo)下保持豐富的想法。 5 4 3 2 1
14.Compared to lecturer-led sessions, I generate significantly more ideas per minute in facilitator-guided discussions under pressure. 與講師主導(dǎo)的課程相比，我在促進(jìn)者指導(dǎo)的討論中每分鐘能產(chǎn)生更多的想法。 C. Demonstrator Style 15. I often come up with multiple ideas by building on examples or demonstrations shown in Blase. 我經(jīng)常通過借鑒課堂上展示的例子或演示來提出多個(gè)想法。 16. When the teacher models how to solve a problem, I can quickly generate similar or expanded solutions. 當(dāng)老師示范如何解決問題時(shí)，我能迅速產(chǎn)生相似或擴(kuò)展的解決方案。 17. I easily produce many ideas when I can refer to step-by-step demonstrations or visual aids. 當(dāng)我可以參考分步驟的演示或視覺輔助工具時(shí)，我能輕松產(chǎn)生許多想法。 18. During hands-on activities, I brainstorm more ideas when I see others actively working through a problem.在動(dòng)手活動(dòng)中，當(dāng)我看到其他人積極解決問題時(shí)，我能頭腦風(fēng)暴出更多的想法。 5 4 3 2 1
19.I generate the most ideas in learning situations where the instructor provides clear, practical examples first. 當(dāng)教師首先提供清晰、實(shí)用的例子時(shí)，我在學(xué)習(xí)情境中產(chǎn)生最多的想法。 D. Decelerator Style 20. I generate the most creative ideas when allowed to work independently with minimal instructor direction. 當(dāng)允許我獨(dú)立工作且教師指導(dǎo)最小時(shí)，我能產(chǎn)生最有創(chuàng)意的想法。 21. During open-ended projects where I set my own goals, I consistently develop multiple solution pathways.在開放式的項(xiàng)目中，當(dāng)我設(shè)定自己的目標(biāo)時(shí)，我能持續(xù)開發(fā)出多種解決方案。 22.I produce more ideas in student-led discussions than in tightly controlled brainstorming sessions. 在學(xué)生主導(dǎo)的討論中，我比在嚴(yán)格控制下的頭腦風(fēng)暴會(huì)議中產(chǎn)生更多的想法。 23. When given freedom to explore resources/tools on my own, I discover unexpected solutions quickly. 當(dāng)給我自由探索資源/工具時(shí)，我能快速發(fā)現(xiàn)意想不到的解決方案。 5 4 3 2 1
24. My idea generation peaks when teachers assign broad tasks and let me determine the approach. 當(dāng)教師分配廣泛的任務(wù)并讓我決定方法時(shí)，我的想法生成達(dá)到頂峰。 E. Hybrid Style 25. I generate the most ideas when given clear guidelines but also freedom to explore my own approaches. 當(dāng)給我清晰的指導(dǎo)但也允許我探索自己的方法時(shí)，我能產(chǎn)生最多的想法。 26. I generate the most ideas when given clear guidelines but also freedom to explore my own approaches.當(dāng)給我清晰的指導(dǎo)但也允許我探索自己的方法時(shí)，我能產(chǎn)生最多的想法。 27. In group brainstorming, I contribute more ideas when the teacher provides a framework first, then lets us expand on it.在小組頭腦風(fēng)暴中，當(dāng)教師首先提供一個(gè)框架，然后讓我們擴(kuò)展時(shí)，我貢獻(xiàn)的想法更多。 28. I quickly adapt ideas from modeled examples to create new solutions during independent work. 我能快速適應(yīng)示范例子，在獨(dú)立工作時(shí)創(chuàng)建新的解決方案。 29. My idea generation improves when teachers balance direct instruction with open-ended challenges.當(dāng)教師平衡直接指導(dǎo)和開放式挑戰(zhàn)時(shí)，我的想法生成得到改善。 5 4 3 2 1
F. Inquiry-Based Style 30. I generate the most ideas when given clear guidelines but also freedom to explore my own approaches. 當(dāng)給我清晰的指導(dǎo)但也允許我探索自己的方法時(shí)，我能產(chǎn)生最多的想法。 31. I easily produce multiple solutions by combining instructor examples with my own creative twists. |我能通過結(jié)合教師的例子和我自己的創(chuàng)造性轉(zhuǎn)變輕松產(chǎn)生多個(gè)解決方案。 32. In group brainstorming, I contribute more ideas when the teacher provides a framework first, then lets us expand on it. 在小組頭腦風(fēng)暴中，當(dāng)教師首先提供一個(gè)框架，然后讓我們擴(kuò)展時(shí)，我貢獻(xiàn)的想法更多。 33. I quickly adapt ideas from modeled examples to create new solutions during independent work. 我能快速適應(yīng)示范例子，在獨(dú)立工作時(shí)創(chuàng)建新的解決方案。 5 4 3 2 1
34. My idea generation improves when teachers balance direct instruction with open-ended challenges. 當(dāng)教師平衡直接指導(dǎo)和開放式挑戰(zhàn)時(shí)，我的想法生成得到改善。 5 4 3 2 1
G. Personal Model Style 35. After watching my teacher demonstrate their problem-solving approach, I can quickly generate similar multiple solutions.在觀看老師展示他們的解決問題方法后，我能迅速產(chǎn)生相似的多個(gè)解決方案。 36. When instructors 'think aloud' while solving problems, I get inspired to produce more of my own ideas.當(dāng)教師在解決問題時(shí)“大聲思考”時(shí)，我能受到啟發(fā)，產(chǎn)生更多自己的想法。 5 4 3 2 1
37. I generate the most ideas when I can first observe an expert's complete creative process from start to finish.當(dāng)我能首先觀察專家的完整創(chuàng)作過程從開始到結(jié)束時(shí)，我能產(chǎn)生最多的想法。 38. Seeing multiple examples of how an expert approaches a task helps me come up with varied solutions faster. 看到專家處理任務(wù)的多重例子能幫助我更快地產(chǎn)生各種解決方案。 39. My idea production increases when teachers show not just correct solutions, but also their initial rough ideas and revisions. 當(dāng)教師展示的不僅僅是正確的解決方案，還有他們最初的粗略想法和修訂時(shí)，我的想法產(chǎn)出增加。 H. Flipped 40. I can rapidly generate a high number of potential ideas or solutions when working under a strict time limit.當(dāng)我在嚴(yán)格的時(shí)間限制下工作時(shí)，我能迅速產(chǎn)生大量的潛在想法或解決方案。 41. When faced with a time constraint, I am able to quickly produce many different ideas related to a specific problem or topic.當(dāng)面臨時(shí)間限制時(shí)，我能快速產(chǎn)生許多與特定問題或主題相關(guān)的不同想法。 5 4 3 2 1
42. I find it easy to brainstorm a large volume of potential solutions within a short period during learning activities.我發(fā)現(xiàn)在學(xué)習(xí)活動(dòng)中，在短時(shí)間內(nèi)頭腦風(fēng)暴大量的潛在解決方案很容易。 43.Even when time is limited, I can maintain a steady flow of ideas without getting stuck." (Highlights the ability to sustain output ("steady flow") despite the key constraint.即使時(shí)間有限，我也能保持想法的持續(xù)流動(dòng)而不會(huì)卡殼。 44.During timed idea-generation tasks, I consistently come up with a significantly higher number of suggestions compared to slower-paced activities.在限時(shí)的想法生成任務(wù)中，我總能提出比慢節(jié)奏活動(dòng)顯著更多的建議。 I. Differentiated Instruction 45. Having access to lesson materials before class helps me generate more ideas during in-person activities.課前接觸課程材料有助于我在課堂活動(dòng)中產(chǎn)生更多的想法。 46. contribute more creative solutions during class when I've reviewed the foundational content independently first.當(dāng)我首先獨(dú)立復(fù)習(xí)了基礎(chǔ)內(nèi)容后，我在課堂上能貢獻(xiàn)更多有創(chuàng)意的解決方案。 47. The flipped format (pre-exist then applied work) gives me more time to develop multiple approaches to problems during class.翻轉(zhuǎn)課堂的格式（先存在后應(yīng)用的工作）讓我有更多時(shí)間在課堂上開發(fā)解決問題的多種方法。 48. I generate better ideas when I can use class time for collaborative brainstorming after doing individual pre-work.當(dāng)我可以在完成個(gè)人預(yù)科工作后利用課堂時(shí)間進(jìn)行協(xié)作頭腦風(fēng)暴時(shí)，我能產(chǎn)生更好的想法。 49. Watching instructional videos beforehand allows me to arrive in class ready to propose various solutions.提前觀看教學(xué)視頻讓我能準(zhǔn)備好在課堂上提出各種解決方案。 j. Socratic Method 50. During Socratic discussions, I can quickly generate a high number of ideas or solutions when time is limited. 在蘇格拉底式討論中，當(dāng)時(shí)間有限時(shí)，我能迅速產(chǎn)生大量的想法或解決方案。 51. When prompted in Socratic-style activities, I produce many diverse ideas within a short time frame.當(dāng)在蘇格拉底式活動(dòng)中被提示時(shí)，我能在短時(shí)間內(nèi)產(chǎn)生許多不同的想法。 52. I am able to brainstorm a large volume of responses rapidly during Socratic questioning sessions. 我能在蘇格拉底式提問環(huán)節(jié)中快速頭腦風(fēng)暴大量的回應(yīng)。 53. Even under time constraints in Socratic dialogues, I consistently contribute multiple ideas or solutions.即使在蘇格拉底式對(duì)話中有時(shí)間限制，我也能始終貢獻(xiàn)多個(gè)想法或解決方案。 54. In timed Socratic exercises, I generate significantly more ideas than I would without time pressure.在限時(shí)的蘇格拉底式練習(xí)中，我比沒有時(shí)間壓力時(shí)產(chǎn)生更多的想法。 Part 3. Students' deep learning 5 represents very good. A.Active Engagement 55. During active learning tasks (e.g., group brainstorming), I rapidly generate a high volume of ideas or solutions when time is limited. 在積極的限時(shí)學(xué)習(xí)任務(wù)（如小組頭腦風(fēng)暴）中，我能迅速產(chǎn)生大量的想法或解決方案。 56. In hands-on classroom activities, I contribute multiple unique ideas within tight time constraints. 在動(dòng)手的課堂活動(dòng)中，我在嚴(yán)格的時(shí)間限制內(nèi)貢獻(xiàn)多個(gè)獨(dú)特的想法。 57. When participating in interactive exercises, I consistently produce abundant ideas quickly under time pressure.當(dāng)參與互動(dòng)練習(xí)時(shí)，我在時(shí)間壓力下能快速持續(xù)產(chǎn)生大量的想法。 58. During time-limited collaborative tasks, I maintain a continuous flow of solutions without extended pauses. 在時(shí)間受限的協(xié)作任務(wù)中，我能保持解決方案的連續(xù)流動(dòng)而不會(huì)長(zhǎng)時(shí)間停頓。 59. Compared to passive listening, I generate significantly more ideas per minute in active problem-solving scenarios.與被動(dòng)聽講相比，在積極解決問題的場(chǎng)景中，我每分鐘能產(chǎn)生顯著更多的想法。 B. Critical Thinking 60. During critical analysis tasks, I rapidly generate a high volume of potential solutions when time is constrained. 在批判性分析任務(wù)中，當(dāng)時(shí)間受限時(shí)，我能迅速產(chǎn)生大量的潛在解決方案。 61. When evaluating complex problems under time pressure, I brainstorm numerous ideas quickly.當(dāng)在時(shí)間壓力下評(píng)估復(fù)雜問題時(shí)，我能快速頭腦風(fēng)暴許多想法。 62. In timed critical thinking exercises, I produce a large quantity of alternative perspectives or solutions.在限時(shí)的批判性思維練習(xí)中，我能產(chǎn)生大量的替代視角或解決方案。 63. I maintain a steady flow of logically consistent ideas during time-limited critical reasoning tasks.在時(shí)間受限的批判性推理任務(wù)中，我能保持邏輯一致的想法的持續(xù)流動(dòng)。 64. When critiquing arguments in fast-paced scenarios, I generate significantly more counterpoints or solutions than peers.在快節(jié)奏的場(chǎng)景中批判論點(diǎn)時(shí)，我比同齡人產(chǎn)生更多的反論點(diǎn)或解決方案。 C. Reflection 65. During timed reflection exercises, I rapidly generate a high volume of insights or lessons learned.在限時(shí)的反思練習(xí)中，我能迅速產(chǎn)生大量的見解或經(jīng)驗(yàn)教訓(xùn)。 66. When journalist under time constraints, I produce numerous ideas about how to improve future performance.當(dāng)在時(shí)間限制下進(jìn)行反思時(shí)，我能產(chǎn)生許多關(guān)于如何提高未來表現(xiàn)的的想法。 67. I brainstorm many potential self-improvement strategies quickly during structured reflection activities.在結(jié)構(gòu)化的反思活動(dòng)中，我能快速頭腦風(fēng)暴許多潛在的自我改進(jìn)策略。 68. In fast-paced reflective discussions, I contribute multiple perspectives on past experiences without delay.在快節(jié)奏的反思討論中，我能立即對(duì)過去的經(jīng)驗(yàn)貢獻(xiàn)多個(gè)視角。 69. Given limited time to reflect, I generate significantly more actionable takeaways than peers. 在有限的時(shí)間內(nèi)進(jìn)行反思時(shí)，我能比同齡人產(chǎn)生更多的可操作的收獲。 D. Real-world Connections 70. During timed activities, I rapidly brainstorm a high volume of real-world examples or applications related to academic concepts.在限時(shí)的活動(dòng)中，我能快速頭腦風(fēng)暴大量與學(xué)術(shù)概念相關(guān)的現(xiàn)實(shí)世界例子或應(yīng)用。 71. Given limited time to reflect, I generate significantly more actionable takeaways than peers. 當(dāng)在時(shí)間限制下進(jìn)行反思時(shí)，我能產(chǎn)生許多關(guān)于如何提高未來表現(xiàn)的的想法。 72. I quickly produce multiple solutions to real-life problems during fast-paced classroom 我能快速產(chǎn)生多個(gè)解決現(xiàn)實(shí)生活問題的解決方案在快節(jié)奏的課堂中。 73. In time-limited tasks, I generate abundant connections between course content and current societal challenges.在時(shí)間受限的任務(wù)中，我能產(chǎn)生課程內(nèi)容與當(dāng)前社會(huì)挑戰(zhàn)之間的豐富聯(lián)系 74. Compared to untimed activities, I generate significantly more practical use cases per minute when relating learning to real-world contexts.與不限時(shí)的活動(dòng)相比，在將學(xué)習(xí)與現(xiàn)實(shí)世界情境相關(guān)聯(lián)時(shí)，我每分鐘能產(chǎn)生更多的實(shí)際用例。 E. Interdisciplinary Learning 75. During timed interdisciplinary tasks, I rapidly generate a high volume of ideas by combining concepts from different fields.在限時(shí)的跨學(xué)科任務(wù)中，我能通過結(jié)合不同領(lǐng)域的概念迅速產(chǎn)生大量的想法。 76. Under time constraints, I brainstorm numerous solutions that bridge academic disciplines. 在時(shí)間限制下，我能頭腦風(fēng)暴許多連接學(xué)術(shù)學(xué)科的解決方案。 77.I quickly produce multiple connections between unrelated subjects when working in fast-paced cross-disciplinary activities.在快節(jié)奏的跨學(xué)科活動(dòng)中，我能快速產(chǎn)生不同科目之間的聯(lián)系。 78. In time-limited challenges, I generate abundant innovative approaches by fusing methods from different domains.在時(shí)間受限的挑戰(zhàn)中，我能通過融合不同領(lǐng)域的方法產(chǎn)生豐富的創(chuàng)新方法。5 79. Compared to single-discipline tasks, I produce significantly more ideas per minute in interdisciplinary problem-solving scenarios.與單一學(xué)科的任務(wù)相比，在跨學(xué)科解決問題的場(chǎng)景中，我每分鐘能產(chǎn)生更多的想法。 F. Tech nology Integration 80. When using technology tools (e.g., AI, apps) under time limits, I rapidly generate a high volume of digital solutions or innovative ideas.當(dāng)在時(shí)間限制下使用技術(shù)工具（如人工智能、應(yīng)用程序）時(shí)，我能迅速產(chǎn)生大量的數(shù)字解決方案或創(chuàng)新想法。 81. During time-constrained tech-enhanced activities, I brainstorm numerous ways to apply digital tools to solve academic or real-world problems. 在時(shí)間受限的技術(shù)增強(qiáng)活動(dòng)中，我能頭腦風(fēng)暴許多將數(shù)字工具應(yīng)用于解決學(xué)術(shù)或現(xiàn)實(shí)世界問題的方法。 82. I quickly produce multiple technology-based strategies during fast-paced collaborative tasks using digital platforms.在使用數(shù)字平臺(tái)的快節(jié)奏協(xié)作任務(wù)中，我能快速產(chǎn)生多個(gè)基于技術(shù)的策略。 83. In timed challenges involving educational technology, I generate abundant ideas for integrating tech to improve learning outcomes.在涉及教育技術(shù)的限時(shí)挑戰(zhàn)中，我能產(chǎn)生大量將技術(shù)整合以改善學(xué)習(xí)成果的想法 84. Compared to analog methods, I produce significantly more tech-driven solutions per minute when working with digital tools under pressure.與模擬方法相比，在壓力下使用數(shù)字工具時(shí)，我每分鐘能產(chǎn)生更多的技術(shù)驅(qū)動(dòng)解決方案。 G. Scaffolding 85. When using structured support tools (e.g., templates, guides) under time limits, I rapidly generate a high volume of solutions to complex problems. 當(dāng)在時(shí)間限制下使用結(jié)構(gòu)化支持工具（如模板、指南）時(shí)，我能迅速產(chǎn)生大量解決復(fù)雜問題的方案。 86. During time-constrained tasks with incremental support, I brainstorm numerous approaches by building on provided frameworks.在有時(shí)間限制的任務(wù)中，通過逐步提供的框架，我能頭腦風(fēng)暴許多方法。 87. I quickly produce multiple idea iterations using step-by-step guidance during fast-paced learning activities. 在快節(jié)奏的學(xué)習(xí)活動(dòng)中，我能快速產(chǎn)生多次想法迭代，使用逐步指導(dǎo)。 5 4 3 2 1
88. In timed challenges with fading supports (e.g., removed prompts), I maintain abundant solution pathways independently.在有時(shí)間限制的挑戰(zhàn)中，隨著支持的逐漸減少（如刪除提示），我能獨(dú)立保持豐富的解決方案途徑。 89.Compared to unsupported tasks, I generate significantly more viable ideas per minute when using tailored learning scaffolds under pressure. 與無支持的任務(wù)相比，在壓力下使用定制的學(xué)習(xí)支架時(shí)，我每分鐘能產(chǎn)生更多的可行想法。