Appendix A: Thinking The Gender/Genre Project Questionnaire

Appendix A collects the project questionnaire’s data about the review of the literary canon carried out to the students who have participated in the teaching innovation project "Thinking the gender: review of the canon through Fantastic Narratives of Women Writers" (EV1165). It has been developed at the University of Alcalá with the collaboration of the Autonomous University of Barcelona and the University of Turin during the 2020-2021 academic year. We have used part of the information obtained in this survey in the article “Blended Learning and Reverse Reading Methologies in the Literature Classroom (Reviewing the Canon Through Fantastic Narratives by Women Writers)". Article Summary: This article reports on the results of the educational innovation project “Thinking Gender/Genre: A Review of the Canon through the Fantastic Narratives of Women Writers”. Its main aim is to revise the Hispanic literary canon from two perspectives: the feminist one and the questioning of the hegemonic literary genres (Fantastic genres vs Realism). The activities have developed via Blended Learning, a combination of virtual platforms with classroom sessions. The Reverse Reading Technique has enabled students to reinterpret canonical text (written by men) in the light of other “peripheral” texts (fantastic narratives written by women). Ultimately, the project intends to “feminise” the canon of works read in the Literary Studies classroom, considering the low presence of women writers in the literary curriculum, and connecting students with the creation of living women authors through such a stimulating and motivating genre as the Fantastic. The evaluation of the project reinforces the initial hypothesis and confirms the lack of critical thinking in higher education regarding the shaping of the literary canon and the ongoing processes of construction and transmission of Literary History.附录A收录了参与教学创新项目"思考性别：通过女性作家奇幻叙事重读文学正典（literary canon）"（EV1165）的学生所提交的项目问卷数据。该项目由阿尔卡拉大学主导开展，联合巴塞罗那自治大学与都灵大学共同推进，实施周期为2020-2021学年。本数据集选用了本次调研获取的部分信息，用于发表于学术论文《混合式学习与反向阅读教学法在文学课堂中的应用——通过女性作家奇幻叙事重读文学正典》。 本文摘要：本文汇报了教学创新项目"思考性别/体裁：通过女性作家奇幻叙事重读文学正典"的研究成果。本项目的核心目标是从两大维度重新审视西班牙语系文学正典：一是女性主义视角，二是对霸权文学体裁（奇幻体裁与现实主义）的批判性反思。项目活动采用混合式学习（Blended Learning）模式，即整合虚拟线上平台与线下课堂教学。反向阅读法（Reverse Reading Technique）能够帮助学生以女性作家创作的"边缘"奇幻文本为参照，重新解读男性作者撰写的经典文学作品。鉴于当前文学课程体系中女性作家作品占比极低，本项目最终旨在实现文学研究课堂所阅正典的"女性化"，并通过奇幻这一极具感染力与吸引力的体裁，引导学生关注在世女性创作者的创作实践。项目评估结果验证了初始研究假设，同时证实高等教育领域在文学正典塑造、文学史学（Literary History）的构建与传承过程中，普遍存在批判性思维缺失的问题。