Questionnaire on Folklore Culture Teaching under the Flipped Classroom Model

Hello! Thank you for helping me complete this questionnaire! I am a graduate student majoring in International Chinese Language Education. To better understand the teaching situation of folklore culture courses in International Chinese Language Education under the flipped classroom model, we are conducting this questionnaire survey. The flipped classroom is a teaching model where you learn new knowledge before class through materials provided by the teacher (such as videos and articles), and then interact, discuss, and practice with the teacher and classmates during class. The advantage of this model lies in optimizing class time, encouraging students' autonomous learning, and conducting in-depth exploration, thereby achieving the goals of enhancing students' language proficiency and promoting cooperation and communication between teachers and students, as well as among students. Here, I would like to ask you some relevant questions. Your help is of great significance to my research. This survey is anonymous, and your responses will be used for research purposes only. I express my heartfelt thanks to you!

您好！感謝您幫助我完成此問卷！我是一名國際中文教育專業(yè)的研究生，為了能更好地了解翻轉(zhuǎn)課堂模式下國際中文教育民俗文化課程的教學(xué)情況，所以我們進(jìn)行此次問卷調(diào)查。翻轉(zhuǎn)課堂是一種您在上課前通過老師提供的材料（如視頻、文章）自學(xué)新知識(shí)，然后在課堂上與老師、同學(xué)進(jìn)行互動(dòng)、討論和實(shí)踐的教學(xué)模式，這種模式的優(yōu)點(diǎn)在于優(yōu)化課堂時(shí)間，鼓勵(lì)學(xué)生自主學(xué)習(xí)，深入探討，從而達(dá)到增強(qiáng)學(xué)生語言能力，促進(jìn)師生、生生合作與交流的目的。在這里我向您詢問一些相關(guān)問題，您的幫助對(duì)我的研究有著重要的意義，本次調(diào)查采用不記名的方式，您的作答僅供研究使用，向您表示衷心的感謝！

Part I: Basic Information

第一部分：基本信息

1. Your Nationality:
您的國籍
2. Gender
性別
3. Duration of your Chinese learning:
您學(xué)習(xí)漢語的時(shí)長
4. Your current Chinese proficiency
您目前的漢語水平
5. Your language environment for learning Chinese:

您學(xué)習(xí)漢語的語言環(huán)境：

6. Is your Chinese teacher a native Chinese speaker:
您的漢語老師是否為漢語母語者

Part II: Course Segments

Please check "√" the corresponding option based on your actual situation.

(Scale: 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree)

A. Pre-class Self-study Stage

第二部分：課程環(huán)節(jié)

請(qǐng)根據(jù)您的實(shí)際情況，在相應(yīng)選項(xiàng)上打“√”。

（量表：1=非常不符合， 2=不符合， 3=一般， 4=符合， 5=非常符合）

A. 課前自學(xué)階段

7. The teacher clearly informs us of the pre-class learning goals and tasks.
課前老師會(huì)清晰地告知我們什么是課前的學(xué)習(xí)目標(biāo)和任務(wù)。
8. I can conveniently obtain the folklore culture learning resources required for the course through various means.
我能夠運(yùn)用各種手段比較方便地獲取到課程所需的民俗文化學(xué)習(xí)資源。
9. The pre-class learning materials (videos, documents, etc.) provided by the teacher are rich in content and easy to understand.
老師提供的課前學(xué)習(xí)材料（視頻、文檔等）內(nèi)容豐富且易于理解。
10. The language difficulty of the pre-class materials is suitable for my current Chinese proficiency.
課前材料的語言難度適合我當(dāng)前的漢語水平。
11.  I am able to complete the pre-class viewing or reading tasks assigned by the teacher on time.
我能夠按時(shí)完成老師布置的課前觀看或閱讀任務(wù)。
12. Pre-class tasks (such as online quizzes and reflection questions) can effectively test my self-study results.
課前任務(wù)（如在線小測(cè)驗(yàn)、思考題）能有效檢驗(yàn)我的自學(xué)效果。
13. During pre-class study, I usually record questions I do not understand.
在課前學(xué)習(xí)中，我通常會(huì)記錄下我不懂的問題。
14.  I find the existing folklore culture course resources (pictures, videos, etc.) vivid and interesting.
我認(rèn)為現(xiàn)有的民俗文化課程資源（圖片、視頻等）生動(dòng)有趣。
15. I am interested in the content of folklore culture courses under the flipped classroom model (such as traditional Chinese festivals, dietary culture, costume culture, etc.).
我對(duì)翻轉(zhuǎn)課堂模式下的民俗文化課程內(nèi)容（比如中國傳統(tǒng)節(jié)日，飲食文化，服飾文化等）感興趣。

B. In-class Teaching Stage

B. 課中教學(xué)階段

16.  At the beginning of the class, the teacher can quickly review or check pre-class knowledge (such as quick Q&A, mini-games, etc.).
課堂開始時(shí)，教師能夠?qū)φn前知識(shí)快速回顧或檢查（如快速問答、小游戲等）。
17. I am satisfied with the quantity and richness of the folklore culture learning resources provided by the teacher in class.
我對(duì)教師在課堂上提供的民俗文化學(xué)習(xí)資源的數(shù)量和豐富度滿意。
18. The teaching methods adopted by the teacher in class can effectively help me understand the folklore culture knowledge learned before class.
課堂上教師采用的教學(xué)方法能有效幫助我理解課前自學(xué)的民俗文化知識(shí)。
19. The teacher can use effective strategies to organize and manage flipped classroom activities.
教師能運(yùn)用有效的策略組織和管理翻轉(zhuǎn)課堂活動(dòng)。
20.  I think the classroom order and learning atmosphere of the folklore culture class under the flipped classroom model are good.
我認(rèn)為翻轉(zhuǎn)課堂模式下的民俗文化課堂秩序和學(xué)習(xí)氛圍好。
21. I think the teacher can proficiently use technical means to assist in folklore culture teaching.
我認(rèn)為教師能熟練利用技術(shù)手段來輔助民俗文化教學(xué)。
22. In the classroom, the teacher acts more as a guide and helper to us, rather than delivering one-way lectures.
教師在課堂上更多地是引導(dǎo)和幫助我們，而非單向講授。
23. When I encounter difficulties in classroom activities, I can get help from the teacher or classmates in a timely manner.
當(dāng)我在課堂活動(dòng)中遇到困難時(shí)，能及時(shí)得到教師或同學(xué)的幫助。
24. Classroom activities (such as discussions, situational interpretations, handicraft activities, etc.) are closely related to the pre-class learning content.
課堂活動(dòng)（如討論，情境演繹，課堂活動(dòng)（如討論，情境演繹，手工活動(dòng)等）與課前學(xué)習(xí)內(nèi)容緊密相關(guān)。
25.  The classroom activities are diverse in form (such as discussions, situational interpretations, handicraft activities, etc.) and can stimulate my interest in learning.
課堂活動(dòng)形式多樣（如討論，情境演繹，手工活動(dòng)等），能激發(fā)我的學(xué)習(xí)興趣。
26. Classroom activities have deepened my understanding of the cultural knowledge learned before class.
課堂活動(dòng)深化了我對(duì)課前所學(xué)文化知識(shí)的理解。
27. The frequency of my active speaking or participation in group discussions in class is high.
課堂上我主動(dòng)發(fā)言或參與小組討論的頻率高。
28.  I think the classroom interactions in the folklore culture class (group discussions, collaborative inquiry, role-playing, situational simulation, etc.) are in-depth and effective.
我認(rèn)為民俗文化課的課堂互動(dòng)（小組討論、協(xié)作探究、角色扮演、情景模擬等）深入且有效。

C. Post-class Task Stage

C. 課后任務(wù)階段

29. The teacher can clearly assign post-class tasks or extension activities (such as practice reports, video creation, etc.).
教師能明確布置課后任務(wù)或拓展活動(dòng)（如實(shí)踐報(bào)告、視頻創(chuàng)作等）。
30. I think the difficulty and workload of the post-class tasks for the folklore culture class under the flipped classroom model are relatively high.
我認(rèn)為翻轉(zhuǎn)課堂模式下的民俗文化課課后任務(wù)難度較高且工作量較大。
31.  I think post-class tasks can help me consolidate and deepen the cultural knowledge learned in class, and help me practice and use Chinese.
我認(rèn)為課后任務(wù)能夠幫助我鞏固和深化課堂所學(xué)的文化知識(shí)，幫助我練習(xí)和運(yùn)用漢語。
32. I think the flipped classroom model has enhanced my interest in proactively using Chinese or exploring Chinese culture outside of class.
我認(rèn)為翻轉(zhuǎn)課堂模式提升了我在課外主動(dòng)使用中文或探索中國文化的興趣。

D. Learning Support and Evaluation

D.學(xué)習(xí)支持與評(píng)價(jià)

33. The teacher uses online platforms or other technologies to communicate with us before and after class.
教師會(huì)利用網(wǎng)絡(luò)平臺(tái)或其他技術(shù)與我們進(jìn)行課前課后的溝通。
34.  I know the evaluation method of this course (such as how each part is graded), and I think it is relatively reasonable.
我知道這門課程的評(píng)價(jià)方式（比如各個(gè)部分如何評(píng)分），并且認(rèn)為它比較合理。
35.  The teacher's evaluation of the course focuses not only on the results but also on the process (such as my performance in pre-class and in-class activities).
教師對(duì)課程的評(píng)價(jià)不僅關(guān)注結(jié)果，也關(guān)注過程（比如我在課前和課堂活動(dòng)中的表現(xiàn)）。
36. The investment of the Teaching and Research Group in the resource construction of the folklore culture flipped course (such as diversified teaching materials, fully functional class platforms, etc.) is sufficient.
教研組在民俗文化翻轉(zhuǎn)課程的資源建設(shè)上的投入（比如多樣化的教材、功能齊全的上課平臺(tái)等）是足夠的。

Part III: Learning Effects and Overall Impression

第三部分：學(xué)習(xí)效果與總體感受

37.  I think the instructional design of the folklore culture flipped classroom meets my actual learning level and learning needs.
我認(rèn)為民俗文化翻轉(zhuǎn)課堂的教學(xué)設(shè)計(jì)能夠符合我的實(shí)際學(xué)習(xí)水平與學(xué)習(xí)需求。
38.  The flipped classroom learning model can improve my autonomous learning ability and stimulate my motivation to learn folklore culture.
翻轉(zhuǎn)課堂的學(xué)習(xí)模式能夠提高我的自主學(xué)習(xí)能力，激發(fā)我學(xué)習(xí)民俗文化的動(dòng)力。
39. The flipped teaching model can enhance my interaction and friendship with classmates.
翻轉(zhuǎn)教學(xué)模式能夠增進(jìn)我與班級(jí)同學(xué)的互動(dòng)和友誼。
40. The flipped classroom teaching model can effectively improve my ability to express and communicate in Chinese on cultural topics.
翻轉(zhuǎn)課堂教學(xué)模式能夠有效提高我就文化話題進(jìn)行漢語表達(dá)和溝通的能力。
41. The flipped teaching model can deepen my understanding and identification of Chinese folklore culture.
翻轉(zhuǎn)教學(xué)模式能夠加深我對(duì)中國民俗文化的理解和認(rèn)同。
42. Compared with the traditional teaching model, I prefer the flipped classroom model because it gives me greater learning gains.
與傳統(tǒng)的授課模式相比，我更喜歡翻轉(zhuǎn)課堂模式，因?yàn)樗屛业膶W(xué)習(xí)收獲更大。
43.  Overall, I am satisfied with the culture course under the flipped classroom model.
總體而言，我對(duì)翻轉(zhuǎn)課堂模式下的文化課感到滿意。

Part IV: Open-ended Questions

第四部分：開放性問題

44.

What do you find most attractive about this flipped classroom model? Please give examples. (e.g., improving Chinese expression ability, experiencing Chinese culture through on-site activities like handicrafts)

您認(rèn)為在這種翻轉(zhuǎn)課堂模式中，最吸引您的地方有哪些？請(qǐng)舉例說明。（比如提高漢語表達(dá)能力、通過手工等現(xiàn)場(chǎng)體驗(yàn)到中華文化）

45.

What difficulties or challenges did you encounter while studying this course? (e.g., during pre-class, in-class, or regarding technology usage)

您在學(xué)習(xí)這門課程時(shí)，遇到了哪些困難或挑戰(zhàn)？（例如：在課前、課中或技術(shù)使用等方面）

46.

What valuable comments or suggestions do you have for improving the flipped classroom teaching model? (You may propose suggestions regarding course content, activity forms, teacher guidance, technical support, etc.)

對(duì)于改進(jìn)翻轉(zhuǎn)課堂教學(xué)模式，您有哪些寶貴的意見或建議？（可以從課程內(nèi)容、活動(dòng)形式、教師指導(dǎo)、技術(shù)支持等方面提出）

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