李子建（西南大学长江学者讲座教授）

人物经历

李氏早年毕业于香港大学地理及地质学系，于英国牛津大学获理学硕士学位及英联邦林业局书籍奖，分别于香港中文大学获教育文凭（优异）、文学（教育）硕士、哲学博士学位。历任中学教师、柏立基教育学院讲师，香港中文大学教育学院课程与教学学系助理教授、副教授，香港中文大学教育学院院长、课程与教学学系教授、大学与学校伙伴协作中心主任。现任香港教育学院副校长（学术）兼任课程与教学讲座教授，香港教育学院卓越教学发展中心联席总监，可持续发展教育中心联席总监。

李教授毕业于香港大学，并取得英国牛津大学理学硕士及香港中文大学文学（教育）硕士、哲学博士学位。李教授的研究范围包括：课程与教程、环境教育与地理教育，以及学校改进等。他积极推行教育研究及发展计划，过往取得不少校外拨款。其领导的“优质教育跃进学校计划”在二零零八年获得优质教育基金杰出奖。李教授著作甚丰，曾编辑及出版二十余本书籍、百多份论文及篇章等。他亦是多份本地、地区及国际学术期刊的编辑、编委或顾问。 

李教授积极参与本地、国内及海外教育和社会服务，担任多个教育学术和专业团体委员和顾问。他历任聯合国教科文组织中国环境教育项目顾问及国际学校效能与学校改进学会理事、国际课程研究促进协会技术支援委员会委员等。李教授还出任内地及海外多所大学的访问、客座或兼职教授。

李氏主持或共同领导的研究及发展项目包括：「通识教育支持计划—课程衔接与发展」、「幼儿教育达善计划」(由教育局资助）、「优化教学协作计划」(由教育统筹局资助）;「优质教育跃进学校计划」、「大学与学校伙伴协作共创优质教育计划」、「学生领袖发展计划－创意批判、关爱承担」、「建立知识分享社群，促进教师专业发展--大学、学校与香港教育城伙伴协作计划、「中华文化‧中国心」（经费由优质教育基金资助）；另有「官立及资助中学学校效能研究」、「杰出学校奖励计划良好实践教育研究」、「优质教育基金生命教育计划研究及发展」、「优质教育基金专题研习计划研究及发展」、「协助小学中国语文教师建立专业学习社群」、「建立数学科学习社群协作计划」（由教育署/教育局/优质教育基金秘书处资助）；另亦主持有关环境教育、信息科技教育、全方位学习计划、生命教育等项目。2008年「优质教育跃进学校计划」获得优质教育基金杰出奖。

李子建

担任职务

第十四届全国政协委员^[1]

人物成就

李氏的研究兴趣为课程与教学、教育改革与学校改进、环境教育与可持续发展教育、教师发展等，著作十数种，论文100多篇。

（近5年）Scholarly Books, Monographs and Chapters 

• 李子建、许景辉（2019）：〈21世纪技能和生涯规划教育的教学与评估〉，载於李子建、姚伟梅、许景辉（编），《21世纪技能与生涯规划教育》，（页77-98），台北市，高等教育文化事业有限公司。
• 李子健、江浩民和陈念慈（2019）：〈生涯规划教育的相关理论及维度〉，辑於李子健、姚伟梅、许景辉（编），《21世纪技能与生涯规划教育》，（页 51-74），台湾，高等教育文化事业有限公司。
• 李子健和秦伟燊（2019）：〈职业伦理教育、经验式学习与生涯规划教育：企业和学校的角色〉，辑於李子健、姚伟梅、许景辉（编），《21世纪技能与生涯规划教育》，（页 99-127），台湾，高等教育文化事业有限公司。
• 李子建、姚伟梅和许景辉（2019）：，辑於，《21世纪技能与生涯规划教育》，（页223-239），台北市，高等教育出版公司。
• 李子建、姚伟梅和许景辉（2019）：，辑於，《21世纪技能与生涯规划教育》，（页1-26），台北市，高等教育出版公司。
• 江浩民、秦伟燊和李子健（2019）：〈欧美国家的生涯教育：设计与实践特色〉，辑於李子健、姚伟梅、许景辉（编），《21世纪技能与生涯规划教育》，（页 169-197），台湾，高等教育文化事业有限公司。
• 李子建、姚伟梅、许景辉编著（2019）：21世纪技能与生涯规划教育，台湾，高等教育出版公司。
• Cheng E. C. K., & Lee J. C. K. (2019). Lesson Study: Curriculum Management for 21st Century Skills. In M Connolly, D. H. Eddy-Spicer, C James, & S. D. Kruse (Ed.), The SAGE Handbook of School Organization (447-464). UK: SAGE.
• K. Kennedy & J.C.K Lee (2018). Schools and schooling in Asia: Achievements and challenges for "Asia rising": An Introduction to the Handbook. In K. Kennedy & J.C.K Lee (Eds.), Handbook of Schools and Schooling in Asia (1-11). London and New York: Routledge.
• Lee, J.C.K., Maclean, R., and Yang, L.J. (2018). Life Planning Vocational and Technical Educations and Secondary Schooling in the Context of Educational Reform and Socioeconomic Changes in Hong Kong. Social and Economic Needs (129-150). Singapore: Springer.
• Pavlova, M., Lee, C-K. J. and Maclean, R. (2018). Stepping into the world: transitions to post-school life. Social and Economic Needs (1-10). Singapore: Springer.
• K. Kennedy and J.C.K Lee (Eds.). (2018). Handbook of Schools and Schooling in Asia. London and New York: Routledge.
• M. Pavlova, J.C-K. Lee and R. Maclean (Eds) (2018).  Social and Economic Needs. Singapore: Springer.
• Lee, J.C.K., & Ho, O.N-K. (2017). Schools’ Support for Postschool Planning: A Hong Kong Perspective. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.), Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs (167-181). Singapore: Springer.
• Yu, W. M. C. & Lee, C. K. J. (2017). Sustaining entrepreneurship education in Hong Kong as a learning city through partnership building: A Case of Teen Entrepreneurs Competitions. In James et al (Eds.), Entrepreneurial Learning City Regions: Delivering on the UNESCO 2013, Beijing Declaration on Building Learning Cities (pp. 137-154). Dordredht:: Springer Publishers.
• Lee, J.C.K., & Song, H. (2017). Primary education. In W. J. Morgan, Q. Gu, & F. Li (Eds.), Handbook of education in China (95-117). Cheltenham, UK: Edward Elgar Publishing.
• Tan, I.G.C., Lee, J.C.K., Chang, T., & Kim, C. (2017). Four Asian Tigers. In Russ, A., & Krasny, M.E. (Eds.), Urban Environmental Education Review (31-38). New York: Cornell University Press.
• John Chi-Kin Lee and Kerry J Kennedy (Eds.) (2017). Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics. London and New York: Routledge.
• J.C.K Lee and K. Kennedy (2017). Theorizing curriculum, teaching and learning in multiple spaces. In John Chi-Kin Lee and Kerry J Kennedy (Eds.), Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics (1-10). London and New York: Routledge.
• K.Kennedy and J.C.K. Lee (2017). Lessons learned from theorizing curriculum, learning and teaching in an Asia-Europe dialogue. In John Chi-Kin Lee and Kerry J Kennedy (Eds.), Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics (311-322). London and New York: Routledge.
• Law, E.H.F.,Galton, M., Kennedy, K. & Lee, J.C.K. (2016). Developing curriculum leadership among teachers for school-based curriculum innovations in Hong Kong: A distributed and problem solving approach. M. Robertson & P.K. Tsang, Everyday Knowledge, education & Sustainable Futures (177-193). Singapore: Routledge.
• Lai, K.C., Yen, K-L. and Lee, J.C.K. (2016). Teachers’ professional development for small class teaching in Hong Kong and Taiwan. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (193-207). New York/London: Routledge.
• Lee, J.C.K. (2016). East Asian contexts of small class teaching: Policies and practices. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (40-56). New York/London: Routledge.
• Zhang, E.Y., Lee, J.C.K. and Chau, M.H.F. (2016). Curriculum adaptation in small class environment in Hong Kong. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (232-246). New York/London: Routledge.
• Blatchford, P., Chan, K.W., Galton, M., Lai, K.C. and Lee, J.C.K. (Eds.) (2016). Class Size: Eastern and Western Perspectives. New York/London: Routledge 291pp.
• 何荣汉、李子建、王秉豪、李璞妮、江浩民（2016）：知行合一, 同步向前 --香港教育学院执行 「协助中/小学规划生命教育计划」的经验，王秉豪、李子建、朱小蔓、欧用生、吴庶深、李汉泉、李璞妮编，《生命教育的知、情、意、行》，（476-490），台湾新北市，扬智文化。
• 王秉豪、李子建、朱小蔓、欧用生、吴庶深、李汉泉、李璞妮编（2016）：《生命教育的知、情、意、行》(Life Education: Its intellectual, emotional, volitional and practical dimensions)，台湾新北市，扬智文化，490页。
• Cheng, M.M.H. and Lee, J.C.K. (2016). Different modes of field experience in teacher education programmes. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (129-147). The Netherlands: Springer.
• Huang, X., Lee, J.C.K., Zhang, Z. and Wang, J. (2016). Teacher commitment in Northwest China: A comparative study of Han and Uighur teachers. In J.C.K. Lee, Z. Yu, X. Huang and E.H.F. Law (Eds.), Educational Development in Western China: Towards quality and equity (261-275). The Netherlands: Sense Publishers.
• Lee, J.C.K. and Day, C. (2016). Western and Chinese perspectives on quality and change in teacher education. In Lee, J.C.K. and Day, C. (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (1-16). The Netherlands: Springer.
• Lee, J.C.K. and Song, H. (2016). Teacher education in the Greater China region: Status, issues and prospects. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (39-57). The Netherlands: Springer.
• Lee, J.C.K., Yu, Z., Huang, X. and Law, E.H.F. (2016). Educational Development in Western China: Towards quality and equity. In J.C.K. Lee, Z. Yu, X. Huang and E.H.F. Law (Eds.), Educational Development in Western China: Towards quality and equity (1-20). The Netherlands: Sense Publishers.
• Lim, C.P., Lee, J.C.K. and Jia, N. (2016). E-portfolios in pre-service teacher education: Sustainability and lifelong learning. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives(163-174). The Netherlands: Springer.
• Lee, J.C.K., Yu, Z., Huang, X. and Law, E.H.F. (Eds.) (2016). Educational Development in Western China: Towards quality and equity. The Netherlands: Sense Publishers.
• Lee, J.C.K. and Day, C. (Eds.) (2016). Quality and Change in Teacher Education – Western and Chinese Perspectives. The Netherlands: Springer. 321 pp.
• Lam, T. S., Xu, H., Lee, C. K., Chan, K. S. J., Huang, X. H., & Zhang, S. (Eds.) (2015). School Curriculum Change: Wisdom and Challenges. Hong Kong: Academic and Professional Book Center.
• Cheng, I.N.Y., & Lee, J.C.K. (2015). Environmental and outdoor learning in Hong Kong: Theoretical and practical perspectives. In M. Robertson, R. Lawrence, & G. Heath (Eds.), Experiencing the outdoors: Enhancing strategies for wellbeing (135-146). The Netherlands, Rotterdam: Sense Publishers.

Journal Publications  

• Huang, X.,Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity.Teaching and Teacher Education, 84, 57-65.
• Cheung, L.T.O.*, Ma, A.T.H., Chow, A.S.Y., Lee, J.C.K., Fok, L., Cheng, I.N.Y. & Cheang, C.C. (2019). Contingent valuation of dolphin watching activities in South China: The difference between local and non-local participants.Science of the Total Environment (SCI), 684, 340-350.
• Gu, M. Y. M., Guo, X., & Lee, J. C. K. (2019). The interplay between ethnic and academic identity construction among South Asian students in Hong Kong tertiary education.Higher Education, 77, 1-19.
• Xu, H.,& Lee, J. C. K. (2019). Exploring the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong secondary students.Journal of Career Development, 46(3), 219-234.
• Lee, J. C. K., Wan, Z. H., Hui, S. K. F., & Ko, P. Y. (2019). More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning.The Journal of Educational Research, https://doi.org/10.1080/002206, xx-xx.
• Wong, K.L., Lee, C K J., Chan, K.S.J. & Kennedy, K.J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case.Teacher Development, 23, 155-173.
• Bozymbekova, K., & Lee, J. C. K. (2018). Change and Continuity in Nation-building and Citizenship Education in Kazakhstan.Educational Practice and Theory, 40(2), 29-54. 
• 锺明伦、李子建、秦伟燊、江浩民（2018）：香港课程改革下的价值教育: 回顾与前瞻，《香港教师中心学报》，17，19-35。
• Gu, M.M., & Lee, J.C.K. (2018). “They lost internationalization in pursuit of internationalization": Students' language practices and identity construction in a Cross-disciplinary EMI programme in a university in China”.Higher Education, online first, 1-17.
• Huang, X., Lee J.C.K., & Dong X. (2018). Mapping the factors influencing creative teaching in Chinese mainland: An exploratory study.Thinking Skills and Creativity, 31, 79-90.
• Zhang, Q., Clarke, A., & Lee, J.C.K. (2018). Pre-service teachers' professional identity development within the context of school-based learning to teach: An exploratory study in China.The Asia Pacific Education Researcher, 27(6), 477-486.
• 邱德峰、李子建（2018）：学习者身份的意涵及教育价值探析，《国家教育行政学院学报（CSSCI来源期刊）》，8，86-94。
• Yu, W. M. & Lee, C. K. J. (2018). Significance of narrative knowing in student-centred university education curricula: A Hong Kong perspective.Curriculum and Teaching, 33 (1), 39-53.
• Lee, J.C.K. (2018). Editorial.Teachers and Teaching: Theory and Practice, 24(5), 461-464.
• 邱德峰、李子建（2018）：教师共同体的发展困境及优化策略，《河北师范大学学报(教育科学版)》，20(2)，53-58。
• 黄显涵、李子建（2018）：突破学校课程与教学的围城：民众教育的视角，《课程研究》，13(1)，77-91。
• 宋萑、冯海洋、李子建（2018）：师范院校合并升格背景下的教师教育者专业困境：以一所地方新建本科院校为例，《教师教育研究（CSSCI来源期刊）》，30(1)，95-102。
• Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: A study of structural models and gender differences.International Journal of Science Education, 39(5), 507-527.
• Yin, H., Huang, S., & Lee, J.C.K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools.Teaching and Teacher Education (Elsevier, SSCI Journal), 66(2017), 127-136.
• 黄显涵、李子建和罗厚辉（2017）：课程改革中教师挑战与困境：中国大陆教师的个案分析，《教师教育研究》，29(4)，92-97, 114。
• LEE, J.C-K., LAW, E.H-F., CHUN, D.W-S. and CHAN, K.N-C. (2017). Cultivating Self-management and Leadership Skills Among Hong Kong Students.Curriculum and Teaching, 32(1), 5-24.
• Zhang, Z., & Lee, J. C.-K. (2017). Students' behavioral and emotional participation in academic activities in the mathematics classroom: A multilevel confirmatory factor analysis.The Journal of Experimental Education, 86(4), 610-632.
• 李子建（2017）：21世纪技能教学与学生核心素养︰趋势与展望，《河北师范大学学报（教科版）》，19(3)，页72-76。
• Wong, K. L., Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J. (2017). The model of teachers’ perceptions of “good citizens”: Aligning with the changing conceptions of “good citizens”.Citizenship Teaching and Learning, 12(1), 43-66. 
• Lee, J.C.K. (2017). Curriculum reform and supporting structures at schools: challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong).Educational Research for Policy and Practice, 16(1), 61-75.
• Pavlova, M., Lee, J.C.K., & Maclean, R. (2017). Complexities of school to work transitions.Educational Research for Policy and Practice, 16(1), 1-7.
• Li, Z. (Lee, J.C.K.) & Qiu, D. 李子建、邱德峰（2017）：Student's Self-regulated Learning: The Conditions and Strategies of Teaching ，《Global Education 《全球教育展望》(CSSCI journal)》，46(1)，47-57。
• Wong, K.L.,Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J (2017). Constructions of Civic Education: Hong Kong Teachers’ Perceptions of Moral, Civic and National education.Compare: A Journal of Comparative and International Education, 17, 1-19.
• Lee, J.C.K., & Chun, D.W.S. 李子建、秦伟燊（2016）：Teachers’ perspective on the role of career and life planning teachers: Implications for career and life planning education in Hong Kong ，《Hong Kong Teachers’ Centre Journal 《香港教师中心学报》》，15，27-43。
• Zhang, Q. & Lee, J.C.K. 张倩、 李子建（2016）：Teachers' Cultivation: From the Perspective of Learning to Become a Teacher ，《Journal Of Educational Studies《教育学报》(CSSCI journal)》，12(6)，32-39。
• Li, Z. (Lee, J.C.K.) & Qiu, D. 李子建、邱德峰（2016）：Communities of Practice: New Views of Teachers' Professional Identity ，《Global Education 《全球教育展望》(CSSCI journal)》，45(5)，102-111。
• Cheng, E.C.K. and Lee, J.C.K. (2016). Knowledge management process for creating school intellectual capital.The Asia-Pacific Education Researcher, doi:10, 1007/s4029-0283-4.
• Zhang, Z.H., Lee, J.C.K., & Wong, P.H. (2016). Multilevel structural equation modeling analysis of the servant leadership construct and its relation to job satisfaction.Leadership & Organization Development Journal, 37(8), 1147-1167.
• Lee, J.C.K., Pavlova, M. and Maclean, R. (2016). School-to-work Transition in Hong Kong: Suggestions for the Vocationalization of Secondary Education.Curriculum and Teaching, 31(1), 47-66.
• Tao, L. and Lee, J.C.K. 陶丽、李子建 (2016). Overseas research on teacher-student relationships: Progress and implications〈国外师生关系研究进展探析〉.International and Comparative Education 《比较教育研究》, 38卷,314期, 61-68.
• Tao, L. and Lee, J.C.K. 陶丽、李子建 (2016). Research on school teachers’ use of new media: A perspective of teacher-student interaction. 〈中小学教师运用新媒体的研究：师生互动的视角〉.e-Education Research 《电化教育研究》, 37(2), 102-107.
• 李子建、朱琳（2015）：大中小学教师教育专业共同体的建构，《教师教育学报》，2(6)，41-46。
• 李子建、江浩民（2015）：生涯规划教育理论与实践: 迈向优质教育，《香港教师中心学报》，14，89-106。
• Huang, X.H. and Lee, J.C.K. (2015). Mapping the interaction between high-stake testing and curriculum reform: A case study in Chinese mainland.Curriculum and Teaching, 30(2), 81-98.
• Ngan, M.Y., Li, K.M. & Lee, J.C.K. (2015). Teacher Professional Development in Hong Kong: The implementation of Information Technology in Education of Hong Kong schools.Hong Kong Teachers' Centre Journal, 14, 69-87.
• Huang, X.H. & Lee, J.C.K. (2015). Disclosing Hong Kong teacher beliefs regarding creative teaching: Five different perspectives.Thinking Skills and Creativity, 15, 37-47.

李氏近作包括：The Changing Role of Schools in Asian Societies: Schools for the Knowledge Society(与Kerry Kennedy合着, Routledge, 2008)；《课程变革：理论与实践》(与尹弘颷合着，台北高等教育出版公司, 2008)；Developing Teachers and Developing Schools in Changing Contexts (2008年，与Ling-po Shiu合编，Chinese University Press)；《经济转型期的高中教育--地近区比较与学校类型比较》(2009年，与萧今、卢乃桂合着，北京教育科学出版社)；《优化课堂教学：教师发展、伙伴协作与专业学习共同体》(2009年，与张善培合编，北京人民教育出版社)；《园本课程开发的理论与实践》(2009年，与杨晓萍、殷洁合着，北京人民教育出版社)；《校本环境教育的设计与实施—迈向可持续发展》(2009年，与黄宇、马庆堂合编着, 北京人民教育出版社)；Schooling for Sustainable Development in Chinese Communities: Experience with Younger Children(2009年，与Michael Williams合编，荷兰Springer出版社)；Educational Evaluation in East Asia: Emerging issues and challenges(2009年，与Samuel Peng合编，美国Nova Science Press)；《综合人文学科：课程设计、教学与实施》(李子建等编着，2010年，南京师范大学出版社)；《校本课程发展、教师发展与伙伴协作》(2010年，主编，北京：教育科学出版社)；《课程与教学改革：学校文化、教师转变与发展的观点》(2010年，与颜明仁编着，北京：教育科学出版社)；《建立中国语文科及数学科专业学习社群——理论与实践》(2010年，与马庆堂、高慕莲编着，南京师范大学出版社)；《海峡两岸及港澳可持续发展教育研究》(2011年，主编，广州：广州教育出版社)；Changing Schools in an Era of Globalization(2011年，与Brian Caldwell合编，Routledge出版社)；New Understandings of Teacher’s Work: Emotions and Educational Change(2011年，与Chris Day合编，Springer出版社)；《语文学科教育前沿》(2012年，李子建、倪文锦主编、崔晶盈副主编，北京：高等教育出版社)；Curriculum Reform in China: Changes and Challenges(2012年，与尹弘飚合编，美国Nova Science Press)；Schooling forSustainable Development across the Pacific(2014年，与Rob Efird合编，Springer出版社)；Asia's High Performing Education Systems: The Case of Hong Kong(2014年，与Colin Marsh合编，Routledge出版社)。

教学方面，李氏曾为学校改善及领导文学硕士课程及幼儿教育文学硕士课程共同主任。李氏获颁发「一九九九年度校长模范教学奖」。