郭建鹏

工作经历/Working Experience

教育背景/Education

研究方向/Research Interests

主要从事课程教学论和教育心理学研究，通过课堂实证研究探讨教学的规律及教学方法的改进，尤其关注如何把信息技术、大数据应用于人才培养模式和课程教学方式改革中，提高教学水平，培养创新人才。包括研究翻转课堂的学习机制及在教学中的有效性；互联网+教育与未来教育形态；教师和学生的“教”“学”信念、体验、投入度以及“教”“学”方式的转变；学生在数学等学科领域的概念学习、规则学习及问题解决；现象图析学（phenomenography）、变易理论（variation theory）和课堂学习研究（learning study）；样例教学、情境教学等。

My broad interests concern how people learn and how to improve their learning. My research, which is mostly on classroom-based research, focuses on (a) the use of IT and big data in talent cultivation and instructional innovation, (b) the mechanism of flipped classroom and its instructional effectiveness, (c) learning and teaching in higher education, such as teachers’ teaching experience and approach, students’ learning experience, approach, engagement, and attainment, (d) learning key concepts and problem solving procedures in academic fields such as mathematics, via the use of phenomenography, variation theory, and learning study, and (e) example-based learning.

代表性论著/Selected Publications

英文论文/Refereed journal articles in English

Chen, Z. J., Guo, J. P.*, Song, Y., Lin, L., & Chen, Y. L. (2023). Which educational context is better for students’ development of social emotional competency, public or private? Based on the investigation of 100 Chinese universities. International Journal of Mental Health Promotion (SSCI).

Liu, A. C., Chen, Z. J., Wang, S. C., Guo, J. P.^*, & Lin, L. (2023). Relationships between college students’ belief in a just world and their learning satisfaction: The chain mediating effects of gratitude and engagement. Psychology Research and Behavior Management (SSCI).

Guo, J. P.^*, Lv, S., Wang, S. C., Wei, S. M., Guo, Y. R., & Yang, L. Y. (2023). Reciprocal modeling of university students’ perceptions of the learning environment, engagement, and learning outcomes: A longitudinal study. Learning and Instruction (SSCI), 83.

Pei, S. M., Chen, Z. J., Zhang, X. X., & Guo, J. P. (2022). An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing. Frontiers in Psychology (SSCI), Onlinefirst.

Guo, J. P., Yang, L. Y.^*, Zhang J., & Gan Y. J. (2022). Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: Relationships and causal ordering. Higher Education (SSCI), 83(4), 809-828.

Guo, J. P.^* (2019). The use of an extended flipped classroom model in improving students’ learning in an undergraduate course. Journal of Computing in Higher Education (SSCI), 31(2), 362-390.

Guo, J. P.^*, Yang, L. Y., & Ding, Y. (2019). The use of learning study in designing examples for teaching Physics. Research in Science Education (SSCI), 49, 499-520.

Guo, J. P.^* (2018). Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates. Studies in Educational Evaluation (SSCI), 59, 195-208.

Guo, J. P., Yang, L. Y., & Shi, Q. H.^* (2017). Effects of perceptions of the learning environment and approaches to learning on Chinese undergraduates’ learning. Studies in Educational Evaluation (SSCI), 55, 125-134.

Yang, L. Y., & Guo, J. P.^* (2014). The role of variability and prior knowledge in learning from comparing multiple examples. Journal of Psychological Science (CSSCI), 37(3), 668-677.

Guo, J. P.^*, Yang, L.Y., & Ding, Y. (2014). Effects of example variability and prior knowledge in how students learn to solve equations. European Journal of Psychology of Education (SSCI), 29(1), 21-42.

Ding, Y.^*, Guo, J. P.^*, Yang, L. Y., Zhang, D. K., Ning, H., & Richman, L. (2013). Rapid automatized naming and immediate memory functions in Chinese children who read English as a second language. Journal of Learning Disabilities (SSCI), 46(4), 347-362.

Yang, L. Y., Guo, J. P.^*, Ding, Y., et al. (2013). Visual skills and Chinese reading acquisition: A meta-analysis of correlation evidence. Educational Psychology Review (SSCI), 25(1), 115-143.

Guo, J. P.^*, Pang, M. F., Yang, L. Y., & Ding, Y. (2012). Learning from comparing multiple examples: On the dilemma of “similar” or “different”. Educational Psychology Review (SSCI), 24(2), 251-269.

Guo, J. P.^*, & Pang, M. F. (2011). Learning a mathematical concept from comparing examples: The importance of variation and prior knowledge. European Journal of Psychology of Education (SSCI), 26(4), 495-525.

Ding, Y., Yang, L. Y., Salyers, K., Harper, H., Guo, J. P., Liu, H., & Feng, Y. H. (2010). Assessing needs and challenges perceived by caregivers and teachers of children with autism spectrum disorder in China. The Journal of the International Association of Special Education, 11(1), 4-14.

Ding, Y., Richman, L., Yang, L. Y., & Guo, J. P. (2010). Rapid automatized naming and immediate memory functions in Chinese mandarin speaking elementary readers. Journal of Learning Disabilities (SSCI), 43(1), 48-61.

中文论文/Refereed journal articles in Chinese

郭建鹏, 王仕超, 刘公园. 学业压力如何影响大学生心理健康问题？——学业自我效能感和压力应对方式的联合调节作用. 中国高教研究, 2023.

郭建鹏, 常虹, 杨凌燕, 金蕾莅. 高校教师教学投入的影响因素与作用机制——基于全国本科高校教师调查的实证分析. 江苏高教, 2023.

李人杰, 郭建鹏, 吕帅. 任务技术匹配如何影响大学生在线学习持续使用意愿——基于全国 258 所高校的实证调查. 中国高教研究, 2022, (12).

陈兆军, 郭建鹏, 裴水妹. 大学生社会情感能力理论模型与量表编制. 中国健康心理学杂志, 2022.

郭建鹏, 唐祯, 吕帅. 什么因素影响了中国高校教师的教学投入？——基于个体与环境两水平变量的分层线性模型分析. 教育发展研究, 2022, (9): 57-70.

陈兆军, 郭建鹏, 裴水妹. 实习实训体验对大学生职业决策自我效能感的影响——基于民办本科院校的案例研究. 教育学术月刊, 2022, (2): 71-81.

郭建鹏. 翻转课堂教学模式: 变式——统一——再变式. 中国大学教学, 2021, (6): 77-86.

郭建鹏，刘公园，杨凌燕．大学生学习投入的影响机制与模型——基于311所本科高等学校的学情调查[J]．教育研究，2021，(8)：104-115. 被《新华文摘》2022年第5期全文转载；被人大复印资料《高等教育》2022年第1期全文转载.

郭建鹏，张娟．我国高校智能教育的进展、问题与实现路径[J]．河北师范大学学报（教育科学版），2021，23(1)：63-69.

郭建鹏，陈江，甘雅娟，计国君^*．大规模疫情时期如何开展在线教学？——高校在线教学模式及其作用机制的实证研究[J]．教育学报，2020，16(6)：32-41. 被《新华文摘》2021年第13期全文转载.

郭建鹏，甘雅娟，柯雅清．超级中学并不超级——基于厦门大学本科毕业生学习经历的实证调查[J]．教育与经济，2019，35(5)：62-70.

郭建鹏，计国君^*．大学生学习体验与学习结果的关系：学生投入的中介作用[J]．心理科学，2019，42(4)：868-875．

郭建鹏．翻转课堂教学模式：变式与统一[J]．中国高教研究，2019(6)：8-14.

郭建鹏．张娟．O-PIPAS：一种以生为本的高校翻转课堂教学模式[J]．中国高等教育评论，2018，9：179-192.

郭建鹏．实现“学生增值”的优质教育[J]．人民教育，2017(12)：39-40.

郭建鹏．基础教育课程改革理念的反思与建构——基于学习心理学的视角[J]．教育科学，2015，31(4)：36-40．

郭建鹏，杨凌燕．通过对比进行学习：多重样例变异性与先前知识的作用[J]．心理学报，2015，47(8)：1013-1027．

杨凌燕，郭建鹏^*．样例关键特征变异数量对学习解方程的影响[J]．心理科学，2015(6):1359-1367．

杨凌燕，郭建鹏．现象图析学视域下的西方大学教学研究：观点、进展及问题[J]．比较教育研究，2015，37(1)：35-41．

郭建鹏．论教师指导的合理性基础[J]．教育科学，2014，30(4)：31-35．

杨凌燕，郭建鹏，史秋衡．我国大学生课堂体验及其影响因素的多层线性模型分析[J]．复旦教育论坛，2013(6)：45-51．

杨凌燕，郭建鹏^*．自闭症儿童亲子依恋关系研究：观点、问题及发展趋势[J]．中国特殊教育，2013(3)：56-61．

郭建鹏，杨凌燕，史秋衡．西方高校师生教学信念研究的缘起、进展及趋势[J]．复旦教育论坛，2013(2)：25-29．

郭建鹏，杨凌燕，史秋衡．大学生课堂体验对学习方式影响的实证研究：基于多水平分析的结果[J]．教育研究，2013(2)：111-119．

郭建鹏．概念学习研究：观点、应用及发展[J]．上海教育科研，2013(2)：54-57．

史秋衡，郭建鹏．我国大学生学情状态与影响机制的实证分析[J]．教育研究，2012 (2)：109-121．

郭建鹏．概念学习理论及其条件述评[J]．心理研究，2010(2)：3-13．

郭建鹏，彭明辉，杨凌燕．正反例在概念教学中的研究与应用[J]．教育学报，2007(6)：21-28．

郭建鹏．如何准确理解建构主义教学思想[J]．教育学报，2005(6)：52-56．

专著/Scholarly books

郭建鹏. 探寻教与学的科学和方法[M]．厦门：厦门大学出版社，2022年．

郭建鹏．翻转课堂与高校教学创新[M]．厦门：厦门大学出版社，2018年．

Guo, J. P. (2012). Learning mathematics from comparing multiple examples: On the dilemma of “similar” or

“different”. Germany: Lambert Academic Publishing

主持课题/Research Grants

奖励与荣誉/Honors and Awards

社会服务/ Editorial Service/Reviewer/Member

SSCI刊物Frontiers in Psychology Guest Editor; ESCI刊物Educational Science Guest Editor; 《中国高等教育评论》副主编; 《教学研究》编委

SSCI/SCI/CSSCI刊物审稿人: Higher Education, Studies in Higher Education, Instructional Science, Educational Psychology Review, Computers & Education, British Journal of Educational Psychology, European Journal of Psychology of Education, Asia-Pacific Education Researcher, Studies in Educational Evaluation, Learning and Individual Differences, Australasian Journal of Educational Technology, Psychology in the Schools, Frontiers in Psychology/Frontiers in Education, PsyCh Journal, SAGE Open, BMC Medical Education, 教育学报, 心理科学, 江苏高教

中国高等教育学会教师教育分会理事; 中国高等教育学会高等教育学专业委员会理事

专业经历/Visiting Scholarship

美国爱荷华大学教育学院访问学者/Visiting Scholar, University of Iowa, U.S.    2009-2010, 2013-2014

主讲课程/Teaching Courses

量化研究方法与统计分析（博士生/硕士生课程）Quantitative Research Method and Statistical Analysis (graduate),厦门大学研究生教育精品课程，福建省研究生教育精品课程

定量教育研究方法与统计分析（教育博士课程）Quantitative Educational Research Method and Statistical Analysis (Ed.D.)

课程教学的学习论基础（硕士生课程）Learning Theory for Curriculum and Instruction (graduate)

大学学习的理论与实证研究（硕士生课程）Learning in Higher Education: Theory and Practice (graduate)

教育与心理统计（硕士生课程）Educational and Psychological Statistics (graduate)

心理学研究方法（硕士生课程）Research Methods in Psychology (graduate)

大学生心理健康（本科生课程）Mental Health for College Students (undergraduate)，福建省精品在线开放课程

心理学（本科生课程）Psychology (undergraduate)