一、 基本情况 base situation 1. 1. 您在哪个国家教汉语？ Which country do you teach in? :______ 2. 您的教学地点为 ？ Your teaching location is ？ A. 华文独立学校 Chinese Independent School B. 当地公立学校的汉语课 Chinese language classes in local public schools C. 孔子学院/课堂 Confucius Institute/Classroom D. 私立汉语培训班 Private Chinese language training classes E. 其他 Others
3. 您的的教学对象主要为 ？ Your main teaching audience is？ A. 华裔 foreign citizen of Chinese origin B. 非华裔 Non-Chinese C.混合班型 Mixed class type D. 其他 Others
4. 4.您主要使用的教材为 The primary textbooks you use are ______ 二、文化教学整体情况 The Overall Situation of Cultural Teaching 1.您所用的汉语教材中，文化内容含量为？ The Chinese textbook you are using has a cultural content level of？ A. 非常少 / Very little
E. 非常多 / Very much
2.您在教汉语时，对文化教学的重视程度为？ How much emphasis do you place on cultural education when teaching Chinese? 非常不重视 / Strongly do not value
非常重视 / Strongly value
3.您所教学的文化内容主要来自哪里？Where do the cultural contents you teach mainly come from? A. 所用的汉语教材 The Chinese language textbook used in B. 自己知道的文化知识 The cultural knowledge one is aware of C. 学校要求教的文化内容 The cultural content required to be taught in schools D. 学生感兴趣的话题 Topics of interest to students E. 适合当地文化的内容 Content suitable for local culture F. 其他 Others
4.您常用的文化教学方式有？The common cultural teaching methods you use include？ A. 案例分析 / Case analysis B. 情景模拟 / Scenario simulation C. 文化体验 / Cultural experience D. 跨文化对比 / Cross-cultural comparison E. 视频教学 / Video-based teaching F. 分组讨论 / Group discussion G.其他 / others
5.您教文化最想达到的目标是？ What is the primary goal of your cultural teaching? A. 帮学生理解汉语词汇/课文里的文化意思 Help students understand the cultural meanings of Chinese vocabulary and texts B. 让学生能更好地和不同文化的人交流 Enable students to communicate more effectively with people from different cultures C. 让学生更认同中华文化 Enhance the cultural identity of Chinese students with Chinese heritage D. 让学生理解和包容不同文化 Help students understand and embrace different cultures E. 完成学校的教学任务 Complete the school's teaching tasks F. 其他 Others
6.您教文化时遇到的主要困难是？The main difficulties you encountered when teaching culture are？ A. 教材内容零散 / Textbook content is fragmented B. 缺乏本土化材料 / Lack of localized materials C. 自身跨文化阐释能力不足 / Insufficiency in one's own cross-cultural interpretation ability D. 教学时间有限 / Limited teaching time E. 学生兴趣低 / Low students' interest F. 文化冲突难平衡 / Cultural conflicts are difficult to balance G. 其他 / Others
三、孝道文化教学具体情况 The Specific Situation of Teaching Filial Piety Culture 1. 您在教学中专门教过孝道文化相关内容吗？Have you specifically taught about filial piety culture in your teaching? A.是 Yes B.否 No
2. 您觉得现在孝道文化教学最主要的问题是？ What do you think is the most pressing issue in teaching filial piety culture today? A. 教材里的孝道文化内容和东南亚学生的生活不一样 The filial piety content in textbooks differs from the daily lives of Southeast Asian students. B. 没有适合当地文化的孝道文化教学材料 No teaching materials on filial piety culture that are suitable for local cultural contexts C. 自己对孝道文化的现代意义和跨文化教学方法了解不够 I lack sufficient understanding of the modern significance of filial piety culture and cross-cultural teaching approaches. D. 孝道文化和当地宗教/伦理观念冲突，不好平衡 Conflicts between filial piety culture and local religious/ethical beliefs are difficult to reconcile E. 学生对孝道文化没兴趣、不想学 Students have no interest in filial piety culture and are unwilling to learn about it. F. 不好把握教学深浅，怕学生误解 I'm unsure how to balance the depth of my teaching, for fear of students misunderstanding it G. 其他 Others
3. 如果要教，您会选择什么时候教孝道文化？If you were to teach filial piety culture, when would you choose to do so? A. 教材里有孝道文化相关课文/词语时（比如“照顾父母”“敬老”）When the textbook includes texts or terms related to filial piety culture (such as "caring for parents" or "respecting the elderly") B. 学生感兴趣时 When students are interested C. 文化专题教学时 When conducting cultural-themed teaching sessions D. 学校要求时 When the school requires it E. 其他 Others
4. 您使用的教材中，孝道文化内容的编排逻辑更接近以下哪种？ In the textbook you use, which of the following is the arrangement logic of filial piety culture content closer to? A. 融入语言课文，无专门阐释 / Integrated into language texts without special interpretation B. 单独文化板块，系统讲解 / Independent cultural section with systematic explanation C. 分散在练习中，碎片化呈现 / Scattered in exercises with fragmented presentation D. 无相关内容 / No relevant content
5. 您用的教材里，孝道文化内容是怎样的？What does your textbook say about filial piety? A. 主要是老故事（比如“黄香温席”“卧冰求鲤”）It mainly consists of classic stories (such as "Huang Xiang warming the mat" and "Lying on ice to catch carp") B. 有现代孝行例子（比如陪父母、关心长辈健康）Examples of modern filial piety (such as accompanying parents or caring for the health of elders) C. 有东南亚华裔生活里的例子（比如家里互相帮忙、社区照顾老人）Examples from the lives of Chinese communities in Southeast Asia (such as mutual assistance within families and community-based elderly care) D. 内容零散，没系统讲 The content is fragmented and lacks a systematic approach. E.几乎没有孝道文化内容 There is almost no content related to filial piety culture. F. 其他 Others
6.您对教材中孝道案例的 “本土化适配性” 评分（1-5 分，1 = 完全不适配，5 = 非常适配） How would you rate the "localized adaptability" of filial piety cases in the textbook? (1-5 points, where 1 = Completely incompatible, 5 = Highly compatible) 7.您认为教材中孝道内容最需要优化的方向是？ What do you think are the most needed optimization directions for filial piety content in the textbook? A. 增加东南亚本土案例 / Add Southeast Asian local cases B. 弱化传统典故，强化现代实践 / Weaken traditional allusions and strengthen modern practices C. 补充文化冲突及跨文化适配解读 / Supplement interpretations of cultural conflicts and cross-cultural adaptability D. 系统化编排，避免碎片化 / Conduct systematic arrangement to avoid fragmentation E. 增加孝行实践活动设计 / Add designs of filial piety practice activities F.其他 / others
8. 如果您教孝道文化，您会跟学生区分“孝道文化里的好内容”和“不好的旧思想”吗？ If you teach filial piety culture, would you distinguish between 'positive elements' and 'negative outdated ideas' in it? A. 一定会，明确告诉学生哪些好、哪些不好Definitely. Clearly tell students what is good and what is not. B. 偶尔会，简单提一句 Occasionally, just a quick mention C.当学生有疑问时会区分 When students have questions, I will be able to distinguish between them. D. 不会，教材怎么写就怎么讲 No, we'll just follow the textbook's instructions. E. 不怎么区分 Not much difference
9. 如果您教孝道文化，会结合当地的“敬老/感恩”习俗吗？If you teach filial piety culture, would you incorporate local customs of 'respecting the elderly' and 'gratitude'? A. 经常结合，帮学生联系自己的文化 I often pair students with their own cultural backgrounds. B. 偶尔结合，简单对比一下 Occasionally, I'll make a brief comparison. C. 不会，只讲中国的孝道文化 No, I only talk about the filial piety culture of China D. 想结合，但不知道相关知识/没有材料 I want to combine them, but I don't know the relevant knowledge or materials.
四、孝道文化教学需求与建议 1. 您需要适合东南亚文化的中华孝道文化教学材料（比如本地例子、课件、课堂活动设计）吗 ？Do you need teaching materials on Chinese filial piety culture that are suitable for Southeast Asian culture (such as local examples, courseware, and classroom activity designs)？ A. 非常需要 Very much needed B. 比较需要 May be required C. 一般 It's okay. D. 不太需要 Not very necessary E. 不需要 Not required
2. 您最需要的孝道文化教学资源？ What are the most needed filial piety culture teaching resources for you? A. 本土化教案模板 / Localized teaching plan templates B. 跨文化对比教学手册 / Cross-cultural comparison teaching manual C. 微课 / 动画素材 / Microcourses / Animation materials D. 课堂实践活动方案 / Classroom practice activity plans E. 与当地宗教 / 伦理适配的解读指南 / Interpretation guidelines compatible with local religion/ethics F. 学生实践任务单 / Student practice task sheets G.其他 / others
3. 您觉得孝道文化教学对东南亚华裔学生最重要的意义是？What do you think is the most important significance of teaching filial piety culture to Chinese students in Southeast Asia? A. 让他们了解中华文化以便更好学习汉语Introduce them to Chinese culture to help them learn the language more effectively B. 让他们更认同自己的中华文化根脉 Make them feel more connected to their Chinese cultural roots C. 让他们学会感恩和承担家庭责任 Teach them to be grateful and take on family responsibilities D. 促进家庭和睦、社区互助 Promoting family harmony and community mutual assistance E. 其他 Others
4. 关于东南亚华文教育中的中华孝道文化教学，您还有其他建议吗Do you have any other suggestions regarding the teaching of Chinese filial piety culture in Southeast Asian Chinese education?
再次感谢您的真诚分享！ 祝您工作顺利！ Thank you again for your sincere sharing! Wishing you a smooth work!