国际中文教育多元互动调查问卷\nQuestionnaire on Interaction Effectiveness in International Chinese Education

指导语  

亲爱的同学：  

本问卷旨在了解您在中文学习中的互动体验，所有数据仅用于教学改进。完成问卷约需8分钟，请根据实际情况作答。感谢支持！

Instructions  

Dear learner:  

This questionnaire evaluates your interactive experiences in Chinese language learning. All data will remain confidential and only used for pedagogical improvement. Estimated completion time: 8 minutes. Thank you for your participation!

第一部分 基础信息 Section 1: Demographic Information
1. 您的国籍（Your nationality）:_____________
2. 您的性别：___________
3. 您的年龄（Your age）:
4.  您的汉语水平（Current HSK level）: :
5. 当前主要学习形式:Primary learning format:
6.  在华学习时长: Duration of study in China:
第二部分 互动体验评估 Section 2: Interaction Experience (5-point Likert Scale)
请评价以下陈述与您实际情况的符合程度（1=完全不符合，5=完全符合）
Scale: 1=Strongly Disagree → 5=Strongly Agree

A. 师生互动 Teacher-Student Interaction
题号（Item） 题目（ Statement ） | 1 | 2 | 3 | 4 | 5 | 
请评价以下陈述与您实际情况的符合程度（1=完全不符合，5=完全符合）
Scale: 1=Strongly Disagree → 5=Strongly Agree
7. A1 教师能通过对比中西文化（如用"圣诞礼物"解释"红包"）激发我的兴趣 （Teachers use cultural comparisons (e.g., explaining "red envelopes" via "Christmas gifts") to stimulate discussion ）
8. A2教师课后会主动与我探讨文化差异问题（如饮食禁忌等）（Teachers initiate post-class discussions about cultural differences (e.g., dietary taboos)）
9. A3 教师能及时纠正文化误解（如"中国人都会功夫"）并解释原因 Teachers promptly correct cultural misconceptions (e.g., "All Chinese know kung fu") with explanations.
10. A4 课堂提问会考虑不同水平学生（如基础题和挑战题结合） Questions are tiered to accommodate different proficiency levels (basic --challenging)
11. A5 老师认真批改作业对我的汉语学习有帮助。When the teacher checks my homework carefully, it helps me learn Chinese better.

B.生生互动 Peer Interaction

题号（Item）  题目（ Statement ） | 1 | 2 | 3 | 4 | 5 | 

请评价以下陈述与您实际情况的符合程度（1=完全不符合，5=完全符合）
Scale: 1=Strongly Disagree → 5=Strongly Agree

12. |B1 | 小组任务学生能公平分工（如情景剧角色分配）Equal task distribution occurs in multicultural groups (e.g., role allocation in skits)
13. | B2 | 匿名讨论工具（如弹幕）让我更敢于表达观点Anonymous tools (e.g., chat filters) make me more willing to express opinions
14. |B3| 文化社团活动（书法/汉服社/舞蹈）增进了我对中国同学的信任。Cultural clubs (calligraphy/Hanfu/dance) enhance my trust in Chinese peers.
15. |B4| 项目是任务自愿分组汇报有效促进了同伴协作。Project-based task group presentation effectively facilitate peer collaboration.
C 环境互动 Interaction Ritual Chain 
题号（Item）  题目（ Statement ） | 1 | 2 | 3 | 4 | 5 | 
请评价以下陈述与您实际情况的符合程度（1=完全不符合，5=完全符合）
Scale: 1=Strongly Disagree →  5=Strongly Agree 
Frequency： 1=Never → 5 Always
16. C1 地方文化景点之旅加深了我对传统文化的理解。Field trip to local cultural scenic spots deepen my understanding of traditions.
17. C2 校园中国节日装饰（灯笼/春联）让我感到文化亲近。Campus festival decorations (lanterns/Spring Festival couplets) increase my cultural affinity.
18. C3 传统文化体验工作坊（中国书法体验工作坊）比课堂更有趣。Chinese traditional culture workshop（Chinese calligraphy workshop）is more engaging than classroom activities.
19. C4 教师通过微信群等社交媒体辅助文化教学效果良好。Teachers' use of social media (WeChat groups/short videos) effectively supplements cultural learning
第三部分 互动质量诊断 Section 3: Interaction Ritual Chain Diagnosis
题号（Item）  题目（ Statement ） | 1 | 2 | 3 | 4 | 5 |
请评价以下情况的发生频率（1=从未发生，5=总是发生）Frequency: 1=Never → 5=Always


20. D1 在文化活动中与中国同学产生情感共鸣。Experienced emotional resonance with Chinese peers during cultural activities.
21. D2能自然运用"中国式"解决方式（如谦让代替争论） Naturally apply "Chinese-style" solutions (e.g., yielding rather than arguing)
22. D3 在线讨论时产生"我们班"的归属感。Feel "our class" belongingness during online discussions.
23. D4 技术故障（如网络卡顿）严重破坏课堂互动。Technical issues (e.g., lagging) severely disrupt interaction flow.
第四部分 开放反馈 Section 4: Qualitative Feedback
24. 1. 请描述一次因文化差异导致的沟通困难，您当时希望如何解决?Describe a communication challenge caused by cultural differences and your ideal solution.
25. 2. 您希望增加哪些数字工具来改善课堂互动?（如:AI助教/元宇宙教室）What digital tools would improve classroom interaction? (e.g., AI tutors/Metaverse classrooms)
26. 3. 如果设计"中秋文化体验活动"，您会加入什么环节促进中外学生互动?Design a "Mid-Autumn Festival activity" to enhance cross-cultural interaction. What key elements would you include?
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