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    桑国元 教授
    研究领域:教师教育,教师专业发展,信息技术整合,课程与教学论,教育人类学。
    电  话:010-58804316-607
    Email:guoyuan.sang@bnu.edu.cn
    地  址:北京市海淀区新街口外大街19号,100875
    基本信息
    北京师范大学教育学部教师教育研究所(教育部人文与社会科学重点研究基地北京师范大学教师教育研究中心)教授,博士生导师(英文目)。青海省海市民和人,土族。
    教育背景

    2007-2010,比利时根特大学心理教育学院教育研究系博士生,方向:教师教育,导师:Martin Valcke教授。
    2004-2010,北京师范大学教育学院教育科学研究所博士生,方向:课程与教学论,导师:裴娣娜教授。
    2001-2004,中央民族大学教育学院硕士生,方向:教育人类学,导师:滕星教授。
    1997-2001,中央民族大学教育学院本科生,专业:教育管理。

    教学工作

    1. Educational system, policy and management in China(国际硕士、博士项目)
    2. 学生差异、教育公平与教师教育(硕士研究生)
    3. 教师与教师发展:教育人类学的视角(硕士研究生)
    4. 中小学教育研究方法(硕士研究生)
    5. 教育人类学导论(本科生)
    6. 课程变革与学校改进(在职教师)
    7. 专业外语(教育博士)

    学术成果

    SSCI及其他英文核心刊物

     1.      Muthanna, A., & Sang, G. Y. (in press). Brain Drain in Higher Education: Critical Voices on Teacher Education in Yemen. London Review of Education.

    2.      Spiteri, D., & Sang, G. Y. (in press). A comparison of student teachers’ perceptions of school placement experience in Malta and China. Compare: A Journal of Comparative and International Education.

    3.      Muthanna, A., & Sang, G. Y. (2017). Conflict at higher education institutions: factors and solutions for Yemen. Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2017.1298434

    4.      Malik, M. A., & Sang, G. Y. (2017). Students’ oral involvement in the Chinese university classroom: A comparison between classes of Chinese and international students. International Journal of Research Studies in Education. DOI: 10.5861/ijrse.2016.1408

    5.      Sang, G. Y., Tondeur, J. Chai, C., & Dong, Y. et al. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-pacific Journal of Teacher Education.

    6.      Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology and Society.

    7.      Muthanna, A., & Sang, G. Y. (2015). Undergraduate Chinese students’ perspectives on Gaokao examination: Strengths, weaknesses, and implication. International Journal of Research Studies in Education, 4(5).

    8.      Zhao, N.N., Valcke, M., Desoete, A. Sang, G. Y. & Zhu, C. (2014). Does teacher-centerd teaching contribute to students’ performance in primary school? A video analysis in Mainland China. International Journal of Research Studies in Education, 3(3).

    9.      Zhao, N.N., Valcke, M., Desoete, A. Zhu, C. & Sang, G. Y. (2014). A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables. Scandinavian Journal of Educational Research. (DOI:10.1080/00313831.2012.696210)

    10.  Zhang, H, Zhu, C. & Sang. G (2014). Teachers’ stages of concern for media  literacy education and the integration of MLE in Chinese primary schools. Asia Pacific Education Review. 15: 459-471.

    11.  Madiha, S., Zhu, Z. Y., Sang, G. Y., & Li, J. Y. (2014). Making people employable: reforming higher education in China. Academic Research International, 5(2).

    12.  Sang G. Y., Valcke M., van Braak J., Tounder J. et al. (2012). Challenging science teachers’ beliefs and practices through a video-case-based intervention in China’s primary schools. Asia-pacific Journal of Teacher Education. 40(4): 363-378. (DOI: http://dx.doi.org/10.1080/1359866X.2012.724655)

    13.  Sang G. Y., Valcke M., van Braak J., Tounder J. et al. (2012). Exploring the educational beliefs of primary education student teachers in the Chinese context. Asia Pacific Education Review. 13(1): 1-9. (DOI: 10.1007/s12564-012-9206-0)

    14.  Tondeur J., van Braak J., & Sang G. (2011).Preparing pre-service teachers to integrate technology in education: A synthesis. Computers & Education, 59(1): 134-144. (DOI: 10.1016/j.compedu.2011.10.009)

    15.  Sang G. Y., Valcke M., van Braak J., Tounder J., & Zhu C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. Journal of Computer Assisted Learning, 27,160–172. (DOI: 10.1111/j.1365-2729.2010.00383.x)

    16.  Sang G. Y., Valcke M., van Braak J., & Tounder J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54103-112. (DOI: 10.1016/j.compedu.2009.07.010)

    17.  Sang G. Y., Valcke M., van Braak J., & Tounder J. (2009). Investigating teachers’ educational beliefs in Chinese primary schools: socio-economical and geographical perspectives. Asia-pacific Journal of Teacher Education, 37(4), 363-377. (DOI:10.1080/13598660903250399)

      CSSCI 及其他中文核心刊物

    1.  桑国元,王文娟,约翰·拉夫兰. 澳大利亚教师教育质量保障体系:21世纪初的挑战与变革[J].比较教育研究,20172

    2.  桑国元.教师作为学习者:教师学习研究的进展与趋势[J].首都师范大学学报(社会科学版)20172

    3.  桑国元. 班主任行动研究的路与思[J]. 班主任, 2017(7).

    4.  国元,王文娟.文化人类学视野中的教师研究:以一项师生互动研究为例[J].民族教育研究,20166.

    5.  桑国元. 教育科学研究重要吗?——中小幼教师对教育研究价值认识的调查[J]. 教师教育研究, 2016, 28(3):43-49.

    6.  桑国元, 董艳. 互联网+时代教师信息素养内涵演进及其提升策略[J]. 电化教育研究, 2016(11):108-112.

    7.  桑国元. 国外21世纪学生发展核心素养的讨论及启示[J]. 教育科学研究, 2016(12).

    8.  桑国元. 互联网+”时代,如何应对教师培养中的新挑战?[N]中国教育报,2016.

    9.  曾维义, 桑国元. 大课程视野下中学信息技术学科定位和发展的思考[J]. 中小学电教:, 2016(3):26-29.

    10.桑国元. 变革世界中的学习. 人民教育, 2015, 1: 046.

    11.董艳, 黄月, 孙月亚, . 校长信息化教学领导力的内涵与结构. 现代远程教育研究, 2015, 5: 007.

    12.董艳,桑国元,蔡敬新.师范生 TPACK 知识的实证研究.教师教育研究,2014.3

    13.桑国元. 文化人类学视域中的课程研究内涵及其方法论变革.湖南师范大学教育科学学报,20145.

    14.桑国元,胡艳. 民族地区基础教育发展之思.中国教师,201410.

    15.马永全、桑国元.哈萨克族教育变革的历史透视:知识型的视角.湖北民族学院学报(哲学社会科学版),20142)(教育科学文摘转载,2014年第3期)

    16.桑国元. 课程研究的方法论反思. 教育理论与实践,2012.

    17.桑国元. 教师专业标准: 对高质量教师和高质量教育的期待. 中国教师, 2012, 13: 013.

    18.赵宁宁, 郑玉飞, 桑国元. 碰撞与变革——回顾二十世纪欧洲的课程研究历史. 教育史研究, 2012 (3): 27-33.

    19.桑国元. 大学知识与田野经验:职前教师教育实践的范式变迁与模式革新.教师教育研究2011,(4):16-21.

    20.桑国元、于开莲. 基于人种志视角的课堂观察理论与实践.中国教育学刊.2007,(05):48-51.

    21.桑国元、于开莲. 教育科学研究中的离我远去”——教育人种志及其在教育科学研究中的方法论意义. 广西师范大学学报(哲学社会科学版), 2007.

    22.桑国元.对中国现代教育的理性思考——怀特海过程教育哲学的视角.当代教育科学.2006,11.

    23.桑国元. 学校文化冲突的源起、表现与缓和——多元文化教育的视角. 宁波大学学报(教育科学版).2006,3.

    24.桑国元、刘丽湘. 文化人类学视野下边远地区教师继续教育的主客位研究. 继续教育研究2006,6.

    25.桑国元. 民族地区家庭教育及其对女童发展的影响. 内蒙古师范大学学报: 教育科学版, 2004, 17(6): 29-31.

     国际教育百科全书章节

    Valcke M., & Sang G. Y. et al. (2009). Taking prospective teachers’ beliefs into account in teacher education. In E. Baker, B. McGaw, and P. Peterson (Eds). International Encyclopedia of Education, 3rd edition, pp.622-628. Oxford: Elsevier.

     专著及专著章节

    1.      桑国元等.21世纪教师的核心素养》.北京师范大学出版社,2017.

    2.      桑国元等. 教育人类学的产生与发展.载滕星主编《教育人学通》,2017.

    3.      桑国元等.人的展与教育.滕星主编《教育人学通》,2017.

    4.      国元.《文化人类学与课程研究:方法论反思(高校人文学术研究文库)》.中国书籍出版社,2013.

    5.      桑国元. 民族教育的法律保障. 载滕星、王铁志主编《民族教育理论与政策研究》,2009,5.民族出版社.

    6.      桑国元. 边远贫困山区小学教师继续教育研究. 载滕星、张俊豪主编《教育的人类学视野》,2009,6.民族出版社.

    7.      桑国元. 少数民族女童与社区、家庭教育. 载滕星主编《多元文化社会的女童教育——中国少数民族女童教育导论》2009,5.民族出版社.

     国际会议文集

    1. Sang G. Y., Valcke M. & van Braak J. (2009). How student teachers’ educational beliefs and self-efficacy translate to their prospective ICT use in education. In A. Libotton & N. Engels (Eds.). Teacher Education: Facing the Intercultural Dialogue. Proceedings of the 33rd Annual Conference of the Association for Teacher Education in Europe (ATEE), Brussels, August 2008.

    2. Sang G. Y., Valcke M., van Braak J., & Tounder J. (2009). Factors support or prevent teachers from integrating ICT into classroom teaching: A Chinese perspective. In Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C. K. K. et al. (eds.) (2009). Proceedings of the 17th International Conference on Computers in Education (ICCE). Hong Kong: Asia-Pacific Society for Computers in Education.

    国际会议报告

    1.      Sang, G. Y., & Zhou, J. et al. (2013). Elementary school teachers' professional development in a school-university partnership. International Study Association on Teachers and Teaching Conference 2013, Ghent, Belgium, 1-5, July, 2013.

    2.      Sang G. Y., Dong, Y., & Chai, C. S. (2013). Development of the Chinese Pre-service Teachers’ Technological Pedagogical Content Knowledge Scale. Workshop proceedings of 21st international conferences of computers in Education (ICCE), Bali, Indonesia, 18-22, November, 2013.

    3.      Sang G. Y., Valcke M. & van Braak J., Tondeur, J. (2010). Challenging science teachers' educational beliefs through a video-based intervention program in Chinese primary schools. Annual Conference of the American Educational Research Association (AERA). Denver, USA, April 30 – May 4, 2010.

    4.      Sang G. Y., Valcke M., Zhang, J., & van Braak J. (2010). Challenging student teachers’ educational beliefs and ICT efficacy through a video case-based intervention. Annual Conference of the European Conference on Educational Research (ECER), Helsinki, Finland, 23-27, August, 2010.

    5.      Sang G. Y., Valcke M. & van Braak J. (2009). Video-based teacher development: an intervention study in China. Annual Conference of the European Conference on Educational Research (ECER), Vienna, Austria, 25-30, September, 2009.

    6.      Sang G. Y., Valcke M. & van Braak J. (2008). Patterns in educational beliefs of primary school teachers in China: from geographical and economical perspectives. Annual Conference of the American Educational Research Association (AERA). New York, USA, 24-28, March, 2008.

    7.      Sang G. Y., Valcke M. & van Braak J. (2007). How teachers educational beliefs and ICT policies in school level translate to teacher ICT use in education: An empirical study of Chinese primary school teachers. Annual Conference of the European Conference on Educational Research (ECER), Ghent, Belgium, 19-22, September, 2007.