华东师范大学课程与教学研究所

专职研究员

郑鑫

学历：博士研究生
职称：副教授，硕士生导师
研究领域：课程与教学改革、教师学习与专业发展、教研体系、教育领导
电子邮箱：zhengxedu@163.com, xzheng@kcx.ecnu.edu.cn
办公地址：华东师范大学普陀校区文科大楼1705室

个人简介

科学研究

教授课程

教育部人文社科重点研究基地华东师范大学课程与教学研究所副教授、硕士生导师。先后毕业于西南大学、北京师范大学、香港中文大学，主要研究课程改革、教师学习与专业发展、中小学教研体系等，围绕上述领域在国内外高水平SSCI及CSSCI发表文章四十余篇，主持国家级、省部级课题多项，出版专著《教师学习与专业发展》，多次获得省部级以上科研成果奖励，多项成果被新华文摘、人大复印资料全文转载。相关国际学术成果被引用1300余次（谷歌学术）。

近年来研究致力于研究全球化背景下中国教育经验的国际话语表达与建构，尤其注重从中国历史、文化和制度的视角，以量化或质性的实证研究方法，以融通中外的方式，在国际语境中讲述中国课程改革、教师发展和校长领导的故事。

主持科研项目

1. 全国教育科学规划2021年度国家青年基金项目：基础教育教研体系的中国经验及国际传播研究（CDA210251）。

2. 2018年7月-2020年9月：教育部人文社会科学研究青年基金项目“全球化背景下我国中小学教师跨界学习的文化生态研究”，已结项。

3. 2018年重庆市高等教育教学改革研究项目：基于课程学习与师生互动调查的大学生学习质量提升研究，已结项。

近年来SSCI及CSSCI文章

1. Zheng, X., Fu, J., Peng, J. (2024). Exploring the relationships among display rules, emotional job demands, emotional labor and kindergarten teachers’ occupational well-being. European Journal of Education. https://doi.org/10.1111/ejed.12771 (IF 2023=2.8, SSCI 二区)

2. Zheng, X., & Ye, J. (2024). Teacher Leadership for Professional Development in a Networked Learning Community: A Chinese Case Study. Educational Management Administration & Leadership, 52 (5): 1062–1081. (IF 2023=2.7, SSCI 一区)

3. 郑鑫，周秀，蒋晨曦. (2024). 教研组特征及教研组长如何提升教师教学？——基于专业学习共同体理论的调查. 西北师大学报（社会科学版）, 61(4), 112-121.

4. Zheng, X. & Luo, Y. (2024). How do departmental Professional learning communities and teacher leadership matter for teacher self-efficacy? A multilevel analysis. Journal of Professional Capital and Community. 9(1), 51-67. (IF 2022=3.8, SSCI一区)

5. Zheng, X., Tang, J., Luo, Y. (2024). Kindergarten teachers’ emotional labor and well-being：How do different interpersonal relationships matter？. Early Educational and Development. 35(8), 1862–1876. (IF 2023=2.1, SSCI二区)

6. Zheng, X., Jiang, C., & Liu, C. (2023). Uncovering the complex relationships among distributed leadership, departmental teacher leadership and professional learning community in Chinese schools. Future in Educational Research, 1(2), 182-197.

7. 陈雨，郑鑫^*. (2023). 日本的课例研究是如何走向世界的？. 外国教育研究, 50(8), 20-34.（^*通讯作者）

8. Zheng, X. Luo, L., & Liu, C. (2023). Facilitating undergraduates’ online self-regulated learning: The role of teacher feedback. Asia-Pacific Education Researcher. 32, 805-816. (IF 2022=3.3, SSCI二区)

9. Liu, Y. Zheng, X.^*, & Hau, K. (2023). Would emphasizing the instrumental value of learning help unmotivated students? Large-scale cross-cultural comparisons. Personality and Individual Differences, 207, 112148. (^*通讯作者，IF 2022=4.3, SSCI二区)

10. Zheng, X. Jiang, A., & Luo, Y.(2023). Do servant leadership and emotional labor matter for kindergarten teachers' organizational commitment and intention to leave?. Early Educational and Development, 34(7): 1489-1505. (IF 2022=2.9, SSCI二区)

11. Zheng, X., Dan, Q., Wu, Z., Luo, S., & Peng, X. (2022). A job demands–resources perspective on kindergarten principals’ occupational well-being: The role of emotion regulation. International Journal of Environmental Research and Public Health, 19(22), 15030. (IF 2021=4.61, SSCI一区)

12. 郑鑫, 尹弘飚, 刘源. (2022). 文化与情境是如何影响教师学习的？——以中国教师学习共同体研究为例. 华东师范大学学报（教育科学版）,40 (10), 29-41.（新华文摘·网刊2023年第8期全文转载）

13. 郑鑫, 叶菊艳, 罗莹, 刘晨露. (2022). 国际视野中的中国教师研究—基于三大高水平教师研究国际期刊的文献分析. 教师教育研究, 34(4), 121-128.

14. Zheng, X. Yin, H., & Wang, X. (2021). “Doing authentic research” with artifacts to facilitate teacher learning across multiple communities. Teaching and Teacher Education,105,103394. (IF 2021=3.27, SSCI一区)

15. 郑鑫. (2021). 从数据到证据：数据运用如何影响教师专业学习. 全球教育展望. 50(3), 75-90.

16. Zheng, X., Yin, H., & Liu, Y. (2021). Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. School Effectiveness and School Improvement, 32(2), 197-217. (IF 2021=2.15, SSCI二区)

17. Zheng, X., Shi, X., & Liu, Y. (2020). Leading teachers’ emotions like parents: Relationships between paternalistic leadership, emotional labor and teacher commitment in China. Frontiers in Psychology, 11, 519. （IF 2020=2.067, SSCI二区）

18. Shi, X., Yu, Z., & Zheng, X.^*(2020). Exploring the relationship between paternalistic leadership, teacher commitment, and job satisfaction in Chinese Schools. Frontiers in Psychology, 11: 1481. （*通讯作者, IF 2020=2.067, SSCI二区）

19. Liu, Y., Hau, K. T., Liu, H., Wu, J., Wang, X., & Zheng, X*. (2020). Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students. Journal of Personality, 88 (3): 584-595. （*通讯作者, IF 2020=3.667, SSCI一区）

20. Liu, Y., Hau, K. T., & Zheng, X. * (2020). Does instrumental motivation help students with low intrinsic motivation? Comparison between Western and Confucian students. International Journal of Psychology, 55(2), 182-191. （*通讯作者, IF 2020=1.255, SSCI三区）.

21. Zheng, X. Zhang, J., & Wang, W. (2019). Teacher learning as boundary crossing: A case study of Master Teacher Studios in China. Teachers and Teaching: Theory and Practice, 25(7), 837–854. (IF 2019=2.345, SSCI一区)

22. Zheng, X., Yin, H., & Li, Z. (2019). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership, 47(6), 843–859. (IF 2019=2.448, SSCI一区)

23. Zheng, X., Yin, H., & Liu, Y. (2019). The relationship between distributed leadership and teacher efficacy in China: The mediation of satisfaction and trust. The Asia-Pacific Education Researcher, 28(6), 509-518. (IF 2019=0.744, SSCI四区).

24. 郑鑫,尹弘飚. (2019). 美国教育研究协会教师与教学研究的百年脉络. 外国教育研究, 46 (1): 38-50.

25. Liu, Y., Hau, K. T., & Zheng, X*. (2019). Do both intrinsic and identified motivations have long-term effects?. The Journal of Psychology,153(3): 1-19.（*通讯作者, IF 2019=1.548, SSCI二区）.

26. Zheng, X., Yin, H, & Wang, M. (2018). Leading with teachers’ emotional labour: relationships between leadership practices, emotional labour strategies and efficacy in China. Teachers and Teaching: Theory and Practice, 24(8): 965-979. (IF 2018=2.38, SSCI一区)

27. Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practices and faculty trust matter?. Teaching and Teacher Education, 76: 140-150. (2018 IF=2.47, SSCI一区)

28. 郑鑫, 沈爱祥, & 尹弘飚. （2018）. 教师需要怎样的专业学习共同体？——基于教师教学满意度和教学效能感的调查. 全球教育展望, 47 (12): 77-88.（人大复印资料全文转载）

29. 郑鑫, 李章林, & 尹弘飚. (2018). 高职院校师生互动对学生学习方式的影响. 复旦教育论坛, 16(1): 64-71. （人大复印资料全文转载）

著作：

1. 郑鑫. (2023). 教师学习与专业发展：国际视野与本土体系. 上海: 华东师范大学出版社.

2. 靳玉乐, 张铭凯, & 郑鑫. (2018). 核心素养及其培育. 南京: 江苏人民出版社.

获奖及其他学术兼职：

1. 第七届重庆市教育科学研究优秀成果评奖（2023），二等奖，《文化与情境是如何影响教师学习的？——以中国教师学习共同体研究为例》，排名第一。

2. 重庆市第十一次社会科学优秀成果奖，二等奖：《核心素养及其培育》，排名第三。
3. Future in Educational Research (Wiley) 副主编。
4. 香港教育大学亚太变革与领导研究中心（Asia Pacific Centre for Leadership and Change）兼职研究员。
5. Teaching and Teacher Education、Educational Management Administration & Leadership、Psychological Review、华东师范大学学报（教育学科学版）等三十余本SSCI及CSSCI期刊审稿人（peer reviewer）。美国教育研究协会（AERA）、世界教育研究协会（WERA）等国际会议论文评审人。