The following questionnaire was designed to investigate the real classroom of Chinese language teacher. This questionnaire is divided into two parts, a total of 68 questions, all the problems have been carefully selected, according to your own views or own learning experience to answer each question truthfully. The following topics are not the correct answers. The findings of the paper are only a personal collection of materials, we are committed to the subjects of information will be kept strictly confidential. Thank you!

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初任教师课堂关键事件及教学行为问卷调查

Questionnaire Discription：

性别 Gender

男

女

年龄 Age

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一、课堂关键事件 Class CriticalIncident5 Totally Agree 4 Basically Agree 3 General 2 Little Disagree 1 Disagree

	5分	4分	3分	2分	1分
My own view on Critical Incident
1. Students reflect teacher’s way in the practice of Chinese phonetic is too simple.
2. Students think the method to use the “gesture” to learn numbers is interesting .
3. Students reflect that teachers don’t give enough example for explaining grammar.
4. The teacher asks the students to make “family photograph”, and introduce familymembers to the class, but the students with the degree is not high.
5. Teachers can not explain exactly understand the usage and rules of “了”.
6. Teachers failed to give a reasonable example in the analysis Thesaurus.
7. Teache is relatively good at asking questions.
8. Teacher easily concerns on quick-thinking students, but forgets the students in thelower grades.
9. Students over-reliance on the alphabet, to avoid read Chinese characters.
10. Some students think characters are too complex , exclude learning and writingChinese characters.
11. Teacher train students’ Chinese pronunciation in the form of singing , students areenthusiasm.
12. Teacher often encourages students to raise their hands to speak.
13. Some students exist resentment of Chinese culture.
14. Students like the teacher’s organizations of role-playing activities, such asshopping, ordering and interview.
15. In teaching position words, teacher use classroom environment to organizetraining activities.
16. Students actively participate in the "China Day" activities and rewarding.
17. Students are easy off-topic in group discussions.
18. On Friday afternoon classes, some students use "catch the train" as reason toadvance class.
19. For students of frequent unexcused absences, teachers refused to make any formof make-up and remedial.
20. Some students did not review what they have learned in class after-school .
21. Some students fail to complete homework on time.
22. Some girls make up, chat, eat breakfast in the classroom.
23. Some students can not concentrate in class, dozing.
24. Relationship between teacher and students usually be very friendly, have freecommunication.
25. Teacher often to detect and stop interfering classroom event.
26. Plagiarism, Cheating presence of students in the exam.
27. Some students over-emphasis on test scores, but usually do not study hard.
28. Students in the rebellious, self-discipline is poor class.
29. The teacher asks the students to make full use of Chinese in the classroom, theeffect is very poor.
30. Teachers use tongue twisters way to practice pinyin.
31. Students make yourself a Christmas card to the teacher, and with Chinesecharacters written on the blessing.
32. Teacher organized students to perform songs on Chinese New Year's party, andwon unanimous praise.
33. Teacher’s Chinese public course was very successful.
34. The teacher student roles were reversed.
矩阵行1
35. Student peer assessment performance classroom activities.
36. Your Chinese is a great teacher.

如你对课堂关键事件上有其他建议或意见，请写在如下空白处。If you have other suggestions or comments on the class critical incident, please write in the space provided below.

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二、教师教学行为 Teaching Behavior5 Totally Agree 4 Basically Agree 3 General 2 Little Disagree 1 Disagree

	5分	4分	3分	2分	1分
My own view on Teaching Behavior
1. Teacher constantly corrects pronunciation students with several ways.
2. When teacher explains grammar difficulties, often adopts a “delay” strategy, doesnot affect the teaching rhythm.
3. Teacher follows the “first Chinese character, second pinyin” principle, requiresstudents to recognize and read Chinese characters.
4. Teacher give Chinese character cards to students, and ask them to practiceafter-school, and holds competitions to write Chinese characters.
5. Teacher often uses open-ended questions, encourages students to use theirimaginations to give different answers.
6. Teacher gives full attention to each student's learning situation, special for studentsin the lower grades to provide timely assistance.
7. Teacher organizes "China Day" points calligraphy, tai ji, tea art, paper cutting andother content, rich forms, activities prepared.
8. Teacher in the design activity is always around the students’ real communicationneeds.
9. At the event, teacher specifies different partners to students, give him theopportunity to communicate with different students.
10. In organizing training activities, with the degree if the student is not high, theteacher will replace with another activity.
11. In group discussions, the teacher turns to each set of observations, when found inthe discussion off topic discussions timely inquiry, and back to the question at theright time.
12. When students raise their hands to ask questions, teachers would ask him to speak,to determine the nature of the problem, as with the learning content relevant today,then explain to the class together, such as little to do, then explain to him alone afterschool.
13. When students answer the questions correctly, the teacher always gave "verygood" or "excellent" rating.
14. When students have difficulty to answer questions, the teacher would ask otherstudents to answer, and finally ask the student to answer again.
15. Teacher holds weekly class tests, each score counted into the final score, urgingstudents to review what they have learned in time.
16. In order to avoid too much emphasis on the final grade, teacher reduced ratio ofthe final exam score in the total score , increased the proportion of class participation,homework, pre-class testing and other projects.
17. When students can not concentrate, the teacher will ask him to answer questions.
18. Facing students’ trouble, the teacher can remain stable and positive emotions.
19. Teacher in the classroom always follows the "student-centered" principle in theclassroom.
20. For questions students, teacher focuses on education, does not give up any onestudent.
21. Teacher refresher exam syllabus and repeatedly stressed discipline beforeexamination.
22. To improve the students' enthusiasm, the teacher are always using race way to dogroup exercises.
23. Teacher in the face of unanswered questions'll find the answer after class, andgives instructions in the next week.
24. After getting students’reflections, teacher will promptly improve instructionaldesign, releasing classroom instruction more clearly.
25. Teacher organizes the clue of the text as the baekground to introduce the newlanguage points and focuses on the new words and structures.
26. When students do not understand, the teacher will slow down again to explain, orgive some more simple example.
27. Teacher will teach Chinese cultures in the class by showing pictures or tellingstories.
28. The students were divided into several groups, using a variety of Chineseelements to dress up the classroom.
29. If students’answer is uncorrect, the teacher will repeat his sentence and raise histone or stress some words to let him realize mistakes and self-correct them.
30. When a student to do bad things in the classroom, the teacher will speak out tostop in time, if the circumstances are serious, the teacher will ask the student to leavethe classroom.

如你对教师教学行为上有其他建议或意见，请写在如下空白处。If you have other suggestions or comments on the teaching behavior, please write in the space provided below.

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