博士生导师
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韩佶颖
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韩佶颖,香港中文大学教育学院教育学哲学博士、浙江大学外国语言文化与交流学院外国语言学及应用语言学硕士、山东大学外国语学院外国语言文学学士、外国语言学及应用语言学博士后。现任山东大学外国语学院教授、博士生导师、博士后合作导师,山东大学外语教育与教师发展研究中心主任,先后入选山东大学青年学者未来计划(2017)、山东大学杰出中青年学者(2023)。兼任中国英汉语比较研究会外语教师教育与发展专业委员会常务理事、山东国外语言学学会常务理事、中国科学技术史学会语言、文学与科学研究专业委员会理事。2021年以来连续4次入选爱思唯尔“中国高被引学者”榜单。

研究方向为教师专业发展、教师动机、教师情绪、外语教育、课堂环境等。在国内外核心期刊如Computers & Education、Educational Psychology Review、System、Teaching and Teacher Education、Studies in Higher Education、Higher Education、Educational Psychology、《现代外语》、《外语界》、《外国教育研究》等发表论文60余篇;在国际著名出版社Peter Lang出版个人专著一部;参编教材6部;主持/完成国家社科基金项目1项、教育部人文社科基金项目2项、教育部基础学科拔尖学生培养计划项目2项、教育部国际中文教育研究课题1项、港澳台合作项目2项、山东省教育厅年度重点课题9项;任International Journal of Educational Research、Language and Education客座编辑,Studies in Higher Education、Teaching and Teacher Education、Learning and Individual Differences、Teaching in Higher Education等多个国际期刊审稿人。


主讲课程:

本科生课程:《英语语言学》、《实用英语写作》、《英语语音》、《社会科学研究法导论》、《学位论文写作》、《高级学术英语》等

研究生课程:《科研论文写作与发表》、《第二语言习得理论》、《社科文献翻译》、《外语教育与教师发展》等

联系方式:

电子信箱:jyhan@sdu.edu.cn

通讯地址:济南市历城区洪家楼5号山东大学外国语学院英语系

邮政编码:250100

主要获奖

爱思唯尔“2023中国高被引学者”(外国语言文学), 2024.3

爱思唯尔“2022中国高被引学者”(外国语言文学), 2023.3

爱思唯尔“2021中国高被引学者”(外国语言文学), 2022.4

爱思唯尔“2020中国高被引学者”(外国语言文学), 2021.4

山东省高等学校人文社会科学优秀成果奖二等奖(第一位),山东省教育厅,2017.12

山东省高等学校人文社会科学优秀成果奖三等奖(第一位),山东省教育厅,2019.12

山东省高等学校人文社会科学优秀成果奖三等奖(独立),山东省教育厅,2018.12

山东省高等学校人文社会科学优秀成果奖三等奖(第一位),山东省教育厅,2016.12

山东软科学优秀成果奖三等奖(第四位),山东软科学优秀成果奖励委员会,2014.11

山东省教育厅2022年度调研报告二等奖,2022.12

山东大学优秀教师(“四有”好老师)提名奖,2024.9

山东大学优秀本科毕业论文(设计)指导奖,2023.7

山东大学优秀研究生指导教师,2023.5

山东大学外国语学院优秀共产党员,2023.9

山东大学外国语学院2023年度“优秀导师”,2024.9

山东大学外国语学院第六届“我心目中的好导师”,2023.9

山东大学外国语学院2023年度“学术贡献奖”,2024.9

山东大学外国语学院2022年度“学术贡献奖”,2023.2

山东大学外国语学院2021年度“学术贡献奖”,2022.9

山东大学外国语学院2020年度“学术贡献奖”,2021.9

山东大学外国语学院2019年度“学术贡献奖”,2020.9

山东大学外国语学院2018年度“学术贡献奖”,2019.9

主持课题(校级以上):

国家社会科学基金一般项目“新大学英语教学体系下学术英语教师发展研究”(2018-2023)

教育部人文社会科学基金一般项目“人际情绪调节视角下研究生教育导学关系重构与优化”(2024-2027)

教育部基础学科拔尖学生培养试验计划2.0项目“拔尖学生学习赋能与创新发展研究”(2022-2024)

教育部国际中文教育课题“国际中文教师情绪劳动研究”(2022-2024)

教育部人文社会科学基金青年项目“高校教师教学动机对其专业发展的影响路径研究”(2017-2020)

教育部基础学科拔尖学生培养试验计划项目“以学术语言应用能力为目标的高级学术英语课程建设与实践”(2018-2021)

港澳台合作项目“中国高校教师压力、效能感与身心康宁:基于工作需求-资源模式的分析”(2017-2019)

港澳台合作项目“中国大学生课程经历、投入与学习成果之间的关系:连接两条本科教育品质的研究路径”(2016-2018)

山东省教育厅2024年度课题“国际视域下中小学教师(高中)教学与专业发展决策咨询研究”

山东省教育厅2022年度课题“山东省义务教育学校教师专业发展调研”

山东省教育厅2023年度委托课题

山东省教育厅2022年度委托课题(3项)

山东省教育厅2021年度委托课题(2项)

山东省教育厅2020年度委托课题

参与课题(校级以上)

国家社会科学基金一般项目“中国大学生表达性英语写作育人机制研究”(2021-)

教育部人文社会科学基金“云虚拟在线学习环境下教师教学策略与大学生学习成效研究”(2021-2024)

教育部国际中文教育课题青年项目“国际中文教育志愿者文化传播胜任力评估体系的构建研究”(2022-2024)

教育部人文社会科学基金“评估情境干预下大学英语学业求助的行为研究”(2020-2023)

香港特别行政区研究资助局项目“多元视角下中国内地大学生学习投入的历时研究”(2018-2020)

山东省社科基金“国际中文教师文化传播胜任力的构成、发展与评测研究”(2022-2025)

山东省社科基金“学术英语教师实践性知识发展研究”(2018-2021).

山东省社科基金“基于动态系统理论的大学英语课堂环境探索性研究”(2012-2014).

山东省社科基金“大学英语作文自动评分系统的构建”(2012-2014).

山东省软科学研究课题“项目依托式二语写作教学理论模型构建与应用研究”(2012-2014).

山东省教育厅委托课题“高校青年教师成长调研”(2016).

出版著作

Han, J.(2017). College English Teacher Development in China: A Mixed Method Study. Bern: Peter Lang International Academic Publisher.


主持特刊

Han, J., Yin, H., & Dewaele, J.-M. (2026).Teacher emotions in teaching multilingual students. Language and Education. [SSCI, Q1, 2023 IF = 2.1, 40/297 Linguistics].

https://think.taylorandfrancis.com/special_issues/teacher-emotions-teaching-multilingual-students/

Yin, H.,Han, J., & Derakhshan, A. (2025). Regulating emotions through, for and with others: Teachers’ interpersonal emotion regulation in the workplace.International Journal of EducationalResearch(SSCI, Q1, IF = 3.2).

https://www.sciencedirect.com/journal/international-journal-of-educational-research/about/call-for-papers

代表论文

Han, J.& Wang, Y.* (2024). A systematic review of graduate students’ research motivation: Themes, theories, and methodologies.Educational Psychology Review(SSCI, Q1, IF=10.1).https://doi.org/10.1007/s10648-024-09924-8.

Han, J.,Jin, L., & Yin, H.* (2024).Supervisors’ emotion regulation in research supervision: navigating dilemmas in an accountability-based context.Higher Education(SSCI, Q1, IF=5).https://doi.org/10.1007/s10734-024-01241-x

Han, J*.& Wang, T. (2024).Exploring graduate students’ research characteristics, emotional exhaustion, mastery approach, and research career commitment.Studies in Higher Education(SSCI, Q1, IF=4.2).https://doi.org/10.1080/03075079.2024.2336117

Han, J, Zhuang, H., Jin, L., & Xue, L.* (2024). ‘Round outside and square inside’: language teachers’ emotion regulation strategies in crosscultural teaching contexts.Journal of Multilingual and Multicultural Development(SSCI, Q1, IF=2.7).https://doi.org/10.1080/01434632.2024.2410397

Li, X.& Han, J.*(2024).What Motivates Korean Language Learners to Learn? Motivational Characteristics and their Relationships with Learning Engagement.Asia-Pacific Education Researcher(SSCI, Q1, IF=3.6).33:273-282.https://doi.org/10.1007/s40299-023-00726-0

Han, J.,Zhuang, H., Yin, H.*, & Cai, Y. (2024). Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross-cultural contexts.Journal of Applied Linguistics(SSCI, Q2).http://doi.org/10.1111/ijal.12604

Han, J.,Geng, X., & You, Y. * (2024).Learning environment matters for university EFL learners’ emotions and approaches to online learning technologies: A Chinese perspective.Journal of Applied Linguistics(SSCI, Q2).https://doi.org/10.1111/ijal.12569

Han, J., Jin, L., & Yin, H*. (2023). Mapping the research on language teacher emotion: A systematic literature review.System(SSCI, Q1, IF=6).118: 103138.https://doi.org/10.1016/j.system.2023.103138

Han, J.& Gao, C.*(2023). Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research.Teaching and Teacher Education(SSCI, Q1, IF=3.782).128:104146.https://doi.org/10.1016/j.tate.2023.104146

Han, J.& Geng, X.* (2023). University students’ approaches to online learning technologies: The roles of perceived support, affect/emotion and self-efficacy in technology-enhanced learning.Computers & Education(SSCI, Q1, IF=12).194.https://10.1016/j.compedu.2022.104695

Han, J.& Gao, C*. (2023). University teachers’ well-being in ICT-enhanced teaching: The roles of teacher self-efficacy and teaching support.Australasian Journal of Educational Technology(SSCI, Q1, IF=4.1). 39(6): 89-104.https://doi.org/10.14742/ajet.8868

Han, J., Zhang, Z., & Liu, Z*. (2023). Towards Sustainability: A Quantitative Inquiry into Chinese University Students’ Perceived Learner Empowerment and Innovative Behaviour.Sustainability(SSCI, Q2, IF=3.9). 15(18):13606.https://doi.org/10.3390/su151813606

Han, J., Perron, B. E., Yin, H.*, & Liu, Y. (2021). Faculty stressors and their relations to Teacher Efficacy, Engagement and Teaching Satisfaction.Higher Education Research & Development(SSCI, Q1, IF=3.851). 40:2, 247-262.https://doi.org/10.1080/07294360.2020.175674

Han, J., Zhao, Y., Liu, M., & Zhang, J.* (2021). The development of college English teachers’ pedagogical content knowledge (PCK): from General English to English for Academic Purposes.Asia Pacific Education Review(SSCI, IF=1.573). 22:609-621.https://doi.org/10.1007/s12564-021-09689-7

Han, J.,Yin, H.*, Wang, J., & Bai, Y. (2020). Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy.Studies in Higher Education(SSCI, Q1, IF=3.000). 45:8, 1771-1785.https://doi.org/10.1080/03075079.2019.1594180

Han, J., Yin, H., Wang, J.*, & Zhang, J. (2020) Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction.Educational Psychology(SSCI, Q2, IF=2.903). 40:3, 318-335.

Yin, H.,Han, J.*, & Perron, B. E. (2020). Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy.International Journal of Educational Research(SSCI, Q2, IF=1.976). 100:101529.

Han, J.,Yin, H.*, Wang, J. (2018) A case study of faculty perceptions of teaching support and teaching efficacy in China: Characteristics and relationships.Higher Education(SSCI, Q1, IF=3.005).76: 519-536.

Yin, H.,Han, J.*, & Lu, G. (2017). Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: The mediation of teacher engagement.Teaching in Higher Education(SSCI, Q2, IF=1.316). 22: 766-784.

Han, J., Yin, H., & Wang, W.* (2016). The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement.Educational Psychology(SSCI, Q2, IF=1.310). 36: 526-547.

Han, J.& Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers.Cogent Education. 3: 1217819.http://dx.doi.org/10.1080/2331186X.2016.1217819

Yin, H., Wang, W.*, &Han, J.(2016). Chinese undergraduates’ perceptions of teaching quality and the effects on approaches to studying and course satisfaction.Higher Education(SSCI, Q2, IF=1.207). 71(1): 39-57.

Han, J., Yin, H., & Wang, W.* (2015). Exploring the relationship between goal orientations for teaching of tertiary teachers and their approaches in China.Asia Pacific Education Review(SSCI). 16:537-547.

韩佶颖、黄书晗、薛琳, 2023,大学英语课程思政建设的矛盾分析与化解策略.外语界(CSSCI),(5),81-88.

王钦香,韩佶颖. 2023,在线学习环境与俄语学习动机和学习成效的特征及关系.中国俄语教学(CSSCI扩展), 42(04):88-95.

白云、韩佶颖、王俊菊,2022,反馈方式对二语写作语言复杂度的影响.外语教学理论与实践(CSSCI), (01), 111-121.

郑琨鹏、韩佶颖,2022,学术英语自我效能感与思辨能力关系的个案研.中国ESP研究, 2022,(01):37-44+123.

韩佶颖、张静、赵艳琳,2021,从通用英语到学术英语:教师改变的案例研究.北京第二外国语学院学报. 5: 118-131.

张静、韩佶颖,2020,新大学英语教学体系下优秀教师实践性知识发展的个案研究.山东外语教学. 41(1): 55-65.

韩佶颖、王俊菊、郑鑫,2017,大学英语教师教学目标取向与教学方式的特征及关系探究.现代外语(CSSCI). 6: 825-836.

韩佶颖、尹弘飚,2015,大学英语教师的教学目标取向:问卷修订及特征描述.当代教育与文化(CSSCI扩展),2015, 6:43-50.

韩佶颖、尹弘飚,2014,教师动机:教师专业发展新议题.外国教育研究(CSSCI). 10: 88-95.

韩佶颖、尹弘飚,2014,教师动机:理论发展与研究进展.外国教育研究(CSSCI). 4: 21-29.

于书林、韩佶颖、王俊菊,2012,对大学外语课堂环境的探索性研究.外语界(CSSCI). 1: 27-34.

韩佶颖、于书林,2013,大学英语分课型教学模式的反馈与评价.当代教育与文化. 7: 95-101.

韩佶颖、于书林、陈伟,2012,国内英语听力研究十年整合:回顾与展望.北京第二外国语学院学报, 34(6):58-65.


参编教材

《新国标英语专业核心教材-综合教程2》(学生用书),上海外语教育出版社,2022,主编(第二)

《新国标英语专业核心教材-综合教程2》(教师用书)上海外语教育出版社,2022,主编(第二)

《新国标英语专业核心教材-综合教程1》(学生用书)上海外语教育出版社,2021,副主编(第二)

《新国标英语专业核心教材-综合教程1》(教师用书)上海外语教育出版社,2021,副主编(第二)

《英语话中华-自然与传统》(学生用书),山东大学出版社,2012,参编

《英语话中华-自然与传统》(教师用书),山东大学出版社,2012,参编

Professor Jiying Han has earned her PhD in Education from the Faculty of Education at the Chinese University of Hong Kong, a Master’s degree in Applied Linguistics from the School of International Studies at Zhejiang University, and a Bachelor’s degree from the School of Foreign Languages and Literature at Shandong University. She has been honored as a “Highly Cited Chinese Researcher” by Elsevier four times since 2021. Her research interests include teacher development, foreign language education, classroom environment etc. She has served as the principal investigator (PI) for about 30 research projects funded by government and university. Her publications have appeared in several international journals, includingComputers & Education,Educational Psychology Review,System,Teaching and Teacher Education,Higher Education,Studies in Higher Education,Educational Psychology,Teaching in Higher Education,International Journal of Educational Researchetc. and domestic journals such asModern Foreign Languages,Foreign Language World,Studies in Foreign Educationetc. The undergraduate and postgraduate courses she has taught includeSecond Language Acquisition, Thesis Writing, Writing and Publication of Journal Articles, General Linguistics, Practical Writing, Introduction of Research Methods in Social Science Studies, Advanced English for Academic Purposesetc. PhD and Postdoc candidates who are interested in Language Education and Applied Linguistics should send an email to Professor Jiying Han with a brief introduction of their research proposal and research experience. Any inquiry about doctoral admission opportunity that does not provide a research proposal will NOT be considered.

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