韩佶颖
Professor
Visit:
Personal Information:
  • Name (Pinyin):
    Han Jiying
  • E-Mail:
    jyhan@sdu.edu.cn
  • Date of Employment:
    2006-07-16
  • School/Department:
    School of Foreign Languages and Literature
  • Administrative Position:
    Professor, PhD Supervisor
  • Education Level:
    With Certificate of Graduation for Doctorate Study
  • Business Address:
    山东大学洪家楼校区外国语学院英语系
  • Gender:
    Female
  • Contact Information:
    jyhan@sdu.edu.cn
  • Degree:
    Doctor
  • Status:
    Employed
  • Alma Mater:
    The Chinese University of Hong Kong
  • Supervisor of Doctorate Candidates
  • Supervisor of Master's Candidates
Discipline:
Foreign Linguistics and Applied Linguistics;
Honors and Titles:

2019-12-31    山东省高等学校人文社会科学优秀成果奖三等奖(首位);
2018    山东省高等学校人文社会科学优秀成果奖三等奖(首位);
2017    山东省高等学校人文社会科学优秀成果奖二等奖(首位);
2016    山东省高等学校人文社会科学优秀成果奖三等奖(首位);
2014    山东软科学优秀成果奖三等奖;
Introduction

      Professor Jiying Han has got her PhD in Education at the Faculty of Education, Chinese University of Hong Kong, Master in Applied Linguistics at the School of International Studies, Zhejiang University, and Bachelor of Arts at the School of Foreign Languages and Literature, Shandong University. She was honored as the Highly Cited Chinese Researcher by Elsevier twice. Her research interests include teacher development, teacher motivation, teacher well-being, curriculum reform and implementation, foreign language teaching theory and practice. She has been the principal investigator (PI) for over 20 research projects either funded by government or university. Her publications have appeared in several international journals, including Higher Education, Higher Education Research & Development, Studies in Higher Education, Educational Psychology, Teaching in Higher Education, International Journal of Educational Research, Asia Pacific Education Review etc. and domestic journals such as Modern Foreign Languages, Foreign Language World, Studies in Foreign Education etc. The undergraduate and postgraduate courses she has taught include Second Language Acquisition, Thesis Writing, Writing and Publication of Journal Articles, Linguistics, Practical Writing, Introduction of Research Methods in Social Science Studies, Advanced English for Academic Purposes etc..


Educational Experience
  • 2012-9 — 2015-12
    香港中文大学
    教育学
    Doctoral Degree in Philosophy
  • 2004-9 — 2006-4
    浙江大学
    外国语言学及应用语言学
    Master
  • 1997-9 — 2001-7
    山东大学
    英语
    Bachelor's Degree in Literature
Research Field

Teacher development

Curriculum reform and implementation

EFL teaching and learning

Achievements in Research
Papers

1.王蓉.Relationship between medical students' perceived instructor role and their approaches to using online learning technologies in a cloud-based virtual classroom.BMC MEDICAL EDUCATION.2022 (https://doi.org/10.1186/s12909-022-03604-3)

2.韩佶颖.Job demands and resources as antecedents of university teachers' exhaustion, engagement and job satisfaction.Educational Psychology.2020,40 (3):318-335

3.王蓉.Relationship between medical students' perceived instructor role and their approaches to using online learning technologies in a cloud-based virtual classroom.BMC Medical Education.2022,(2022) 22:560 (https://doi.org/10.1186/s12909-022-03604-3):560

4.高超.Sustainable Development of Mastery Goals and Innovative Behavior: Evidence from Chinese Faculty Members.sustainability.2022 (14)

5.韩佶颖.Graduate Students' Perceived Supervisor Support and Innovative Behavior in Research: The Mediation Effect of Creative Self-Efficacy. Frontiers in Psychology.2022 (13)

6.王俊菊.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.2022 (1)

7.王蓉.Chinese University Students’ Perceptions of Facilitation Strategies, Learning Motivation, and Satisfaction in Cloud-Based Virtual Classrooms. Frontiers in Psychology.2021 (2021.12)

8.韩佶颖.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.2021 (5):118

9.韩佶颖.The development of college English teachers’pedagogical content knowledge (PCK): from General English to English for Academic Purposes.Asia Pacific Education Review.2021 (22):609

10.韩佶颖.Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences.sustainability.2021 (13)

11.韩佶颖.Chinese University EFL Teachers’ Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy.Frontiers in Psychology.2021 (12)

12.韩佶颖.Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers’ Emotional Labor Strategies.Frontiers in Psychology.2021 (12)

13.韩佶颖.How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?.Frontiers in Psychology.2021 (2021.12)

14.Lin, Wei.Teacher-Student Interaction and Chinese Students' Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions.INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH.2020,17 (13)

15.韩佶颖.Chinese tertiary teachers' goal orientations for teaching and teaching approaches: the mediation of teacher engagement.Teaching in Higher Education.2017,22 (7):766

16.韩佶颖.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.2020 (100)

17.韩佶颖.Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction.Educational Psychology.2020,40 (3):318

18.韩佶颖.Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy.Studies in Higher Education.2020,45 (8):1771

19.韩佶颖.Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers' Well-Being: The Mediation of Emotional Regulation.Frontiers in Psychology.2020 (11)

20.韩佶颖.Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction.Higher Education Research & Development.2021,20 (2):247

21.Han Jiying.Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction.Higher Education Research & Development.2020 (4)

22.Han Jiying.Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy.Studies in Higher Education.2020,45 (8):1771

23.Han Jiying.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——以通用英语教师为例.山东外语教学.2020,41 (1):55

24.Han Jiying.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.2020 (100)

25.Han Jiying.Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction.Educational Psychology.2020,40 (3):318

26.Han Jiying.A case study of faculty perceptions of teaching support and teaching efficacy in China: characteristics and relationships.Higher Education.2018,76 (3):519

27.Han Jiying.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》.2017,40060 :825

28.Han Jiying.Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: the mediation of teacher engagement.Teaching in Higher Education.2017,22 (7):766

29.Han Jiying.Teacher motivation: Definition, research development and implications for teachers .Cogent Education.2016

30.Han Jiying.The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement.Educational Psychology.2016

31.Han Jiying.College English Curriculum Reform in Mainland China: Contexts, Contents and Changes .Asian Education Studies.2016

32.Han Jiying.Book Review:English Language Education and Assessment – Recent Developments in Hong Kong and the Chinese Mainland.The Journal of Asia TEFL.2016

33.Han Jiying.Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in China.Asia Pacific Education Review.2015

34.Han Jiying.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.2015

35.Han Jiying.教师动机:教师专业发展新议题.《外国教育研究》.2014,41 (292):88

36.Han Jiying.教师动机:理论基础与研究进展.《外国教育研究》.2014,41 (286):21

37.Han Jiying.大学英语分课型教学模式的反馈与评价.当代教育与文化.2013

38.Han Jiying.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.2012 (6):60

39.Han Jiying.外语专业研究生科研能力发展现状分析及培养建议.《大学英语教学与研究》.2012,58 (3)

40.yushulin.对大学外语课堂环境的探索性研究.《外语界》.2012

Research project

1. “一带一路”对外传播中的话语权构建及其国际影响力研究, 2021/12/28-2024/12/31

2. 山东省教育厅2021年度教师培训工作综合服务保障项目, 2021/11/12-2022/07/31

3. 山东省教育厅2021年度教师培训工作综合服务保障项目, 2021/11/12-2023/07/31

4. 中国大学生表达性英语写作育人机制研究, 2021/09/24-2026/09/01

5. 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, 2021/08/19-2023/12/01

6. 山东省中小学幼儿园教师省级培训绩效评价, 2020/11/26-2021/12/31

7. 评估情境干预下大学英语学业求助的行为研究, 2020/03/20-2023/12/01

8. 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, 2018/05/13-2020/08/31

9. 新大学英语教学体系下学术英语教师发展研究, 2018/06/25-2021/12/31

10. 以培养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, 教育部基础学科拔尖人才培养计划项目

11. 高校教师教学动机对专业发展的影响路径研究, 2017/07/27-2020/02/29

12. 学术英语教师实践性知识发展研究, 2018/10/11-2020/08/31

13. 中国内地高校教师专业发展研究, 山东大学青年学者未来计划项目

14. 多元视角下中国内地大学生学习投入的历时研究, 2018/07/01

15. 基于“工作要求-资源”模型的中国内地高校教师职业压力、教学效能及身心康宁研究, 2018/05/28

16. 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, 2016/06/23-2017/08/31

17. 高校青年教师成长调研, 2015/11/27-2016/12/31

18. 项目依托式二语写作教学理论模型构建与应用研究, 2012/01/01-2013/06/30

19. 基于动态系统理论的大学英语课堂环境探索性研究, 2011/12/26-2013/12/30

20. 大学英语作文自动评分系统的构建, 2011/12/27-2013/12/30

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