姓名：赵丽
职称：教授
教育/工作背景：
马克思主义理论博士后流动站出站，南京师范大学（2021）
教育学博士，南京师范大学（2015）
理学硕士，美国南密西西比大学（2015）
理学硕士，南京师范大学（2007）
教育学学士，南京师范大学（2004）
研究方向：视觉文化、媒介素养、课程资源建设与开发、课堂教学行为研究等。
主要科研项目：
主持完成国家社会科学基金教育学课题（国家青年）1项，主持在研国家社会科学基金教育学课题（国家一般）1项，主持完成中国博士后科学基金资助项目1项，主持在研江苏省社会科学基金一般项目1项，主持在研江苏省教改课题（重中之重）1项，主持江苏省教育科学规划3项。主持横向项目多项。
主要研究成果：
出版专著3部，主编教材1本。在《华东师范大学学报(教育科学版)》《电化教育研究》《教育研究与实验》《Computers & Education》《Journal of Educational Computing Research》等期刊上发表中英文论文90余篇。
教学与学术研究领域获奖:
南京师范大学第二十一届教学成果奖（高等教育本科生类）二等奖，指向数字胜任力提升的师范生翻转课堂教学模式改革与实践，第一完成人，2022.6；
2021年江苏省高校微课教学比赛，二等奖，2021.12；
2021年南京师范大学微课教学比赛，二等奖，2021.7；
第二届长三角师范院校教师智慧教学大赛，三等奖，2021.1；
第二届江苏省师范院校教师智慧教学大赛，二等奖，2020.11。
学术兼职：
Editor：《Humanities & Social Sciences Communications》《Cogent Education》《Thinking Skills and Creativity》
多本SSCI期刊审稿人。
邮箱：li.zhao@njnu.edu.cn, 20190231@qq.com
Li Zhao
Professor
Educational Background
Ph. D, Educational Technology, Nanjing Normal University (2015)
MS, Instructional Technology, The University of Southern Mississippi (2015)
MS, Educational Technology, Nanjing Normal University (2007)
B.Ed., Educational Technology, Nanjing Normal University (2004)
Research
Research Interests
Past research include the following areas of interest: technology application in education, thinking skills，STEM/STEAM, visual literacy, media literacy
Research Projects
1. Zhao, L. (2020-2025). From Representation to Generation: A Symbolic Logic Study of Online Educational Resources, National Social Science Foundation of China, No.BCA200093.
2. Zhao, L. (2019-2022). Research on the reform of teachers' teaching methods in the era of artificial intelligence, Jiangsu Social Science Foundation, No.19JYB017.
3. Zhao, L. (2015-2019). Micro-learning resources development and communication for Chinese traditional culture in the “Internet plus” age, National Social Science Foundation of China, No. CCA150158.
4. Zhao, L. (2014-2015). Flipping the Course: Implementation of a New Teaching Model, Mississippi Educational Computing Association.
5. Zhao, L. (2013-2018). A practical research of construction of teachers’ professional learning community based on the SECI model, Leading Group Office of Education and Science Planning of Jiangsu Province, No. C-a/2013/02/2006
6. Zhao, L. (2009-2012). Training strategies of pupils’ visual thinking in the visual cultural context, Leading Group Office of Education and Science Planning of Jiangsu Province, No. C-b/2009/02/011.
Journal Articles in English
(* my student as co-author; ** corresponding author)
1．Yang, D.*, Wang, S., & Zhao, L.** (2025). Relationships between cognitive presence and students’ learning outcomes in online higher education: a meta-analysis. Distance Education, 1–22. https://doi.org/10.1080/01587919.2025.2450645.(CSSCI, IF: 5.259)
2．Su, Y., Wang, X.*, & Zhao, L.** (2024). Constructing a computational thinking evaluation framework for pupils. IEEE Transactions on Education, 1–11. https://doi.org/10.1109/te.2024.3424423.(SCIE Q2, IF: 2.1)
3．Gu, J., Zhan, Y.*, Zhao, L.**, & He, W. *(2024). Teachers’ motivating styles and students’ agentic engagement in online learning. Distance Education, 45(4), 535–551. https://doi.org/10.1080/01587919.2024.2338707.(SSCI Q1,IF:3.7)
4．Hu, X., Sui, H., Geng, X.*, & Zhao, L.** (2024). Constructing a teacher portrait for the artificial intelligence age based on the micro ecological system theory: A systematic review. Education and Information Technologies, 29(13), 16679–16715. https://doi.org/10.1007/s10639-024-12513-5.(SSCI Q1, IF: 4.8)
5．Lin, Z., Yan, H., & Zhao, L.** (2024). Exploring an effective automated grading model with reliability detection for large‐scale online peer assessment. Journal of Computer Assisted Learning, 40(4), 1535–1551. https://doi.org/10.1111/jcal.12970.(SSCI Q1,IF:5.1)
6．Wang, S.*, Chiu, T. K. F., Zhao, L.**, & He, W. (2024). Teacher motivating styles and undergraduates’ self-regulation of their online learning experience. Distance Education, 1–20. https://doi.org/10.1080/01587919.2024.2383764.(SSCI Q1,IF:3.7)
7．Liu, X.*, Hong, J., Geng, X.*, & Zhao, L.** (2024). Visualizing high school technology teachers’ creative process in instructional design using the eight trigrams (BaGua) approach. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-024-09920-7.(SSCI/SCIE Q2, IF:2)
8．Zhan, Y.*, Hong, J., & Zhao, L.** (2024). Effects of goal achievement motivation on K-12 students’ resilience in STEAM activities: the mediating role of in-school social supports. Journal of Research on Technology in Education, 1–17. https://doi.org/10.1080/15391523.2024.2378073.(SSCI Q1, IF:4.5)
9．Chiu, T. K., Falloon, G., Song, Y., Wong, V. W., Zhao, L.**, & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 214, 105017. https://doi.org/10.1016/j.compedu.2024.105017.(SSCI/SCIE Q1, IF:8.9)
10．Geng, X.*, Zhan, Y.*, You, H., & Zhao, L.** (2024). Exploring the characteristics of undergraduates’ Critical thinking development in peer interaction via epistemic network analysis. Thinking Skills and Creativity, 52, 101553.https://doi.org/10.1016/j.tsc.2024.101553.(SSCI Q1, IF:3.5)
11．Wang, S.*, Wang, Y., & Zhao, L.** (2024). Effects of psychological resilience on online learning performance and satisfaction among undergraduates: The Mediating Role of Academic Burnout. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00862-1
12．Wang, N.*, Zhu, Y.*, Hong, J., & Zhao, L.** (2024). Exploring primary school teachers’ idea generation during the STEM instructional design process. Research in Science & Technological Education, 1–21. https://doi.org/10.1080/02635143.2024.2355195.(SSCI Q2, IF: 1.8)
13．Tang, L., Gu, J., Shao, M.*, & Zhao, L.** (2024). Effects of different interventions to treat errors during STEM learning on improving young children’s psychological resilience. Research in Science & Technological Education, 1–20. https://doi.org/10.1080/02635143.2024.2338809.(SSCI Q2, IF: 1.8)
14．Zhao, L., Wang, S.*, & Su, Y. (2024). Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis. Education and Information Technologies, 29(11), 14403–14429. https://doi.org/10.1007/s10639-023-12439-4.(SSCI Q1, IF: 4.8)
15．Liu, X.*, Hong, J.-C., & Zhao, L. (2024). Personality traits related to self-directed learning towards perceived online learning ineffectiveness. Educational Technology & Society, 27(3), 223-235. https://doi.org/10.30191/ETS.202407_27(3).SP02..(SSCI Q1, IF: 4.6)
16．Wang, N.*, Li, S.*, Wang, C., & Zhao, L.** (2024). Current Status and Emerging Trends of Generative Artificial Intelligence Technology: A Bibliometric Analysis. Journal of Internet Technology, 13(2), 477-485. https://doi.org/10.53106/160792642024052503013.(SCIE Q4, IF:0.9)
17．Hu, X., Li, W., Geng, X.*, & Zhao, L.** (2023). Exploring the effects of different interventions of the problem-oriented teaching model on students’ creativity in STEM education. Research in Science & Technological Education, 42(4), 1230–1249. https://doi.org/10.1080/02635143.2023.2219622.(SSCI Q2, IF: 1.8)
18．Liu, X.*, Gu, J., & Zhao, L.** (2023). Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education. Thinking Skills and Creativity, 49, 101339. https://doi.org/10.1016/j.tsc.2023.101339.(SSCI Q1, IF: 3.5)
19．Zhao, L., Li, S.*, & Su, Y. (2023). Exploring college students’ reading effectiveness for different types of micro-reading activities. Education and Information Technologies, 29(7), 8793–8816. https://doi.org/10.1007/s10639-023-12138-0.(SSCI Q1, IF: 4.8)
20．Hu, X., He, W.*, Chiu, T. K. F., & Zhao, L.** (2022). Using a teacher scheme for educational dialogue analysis to investigate student–student interaction patterns for optimal group activities in an artificial intelligence course. Education and Information Technologies, 28(7), 8789–8813. https://doi.org/10.1007/s10639-022-11556-w.(SSCI Q1, IF: 4.8)
21．Shao, M.*, Hong, J-C, & Zhao, L.** (2022). Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state. Frontiers in Public Health. 10:927454. doi: 10.3389/fpubh.2022.927454 (SSCI/SCIE Q1, IF: 6.002)
22．Zhao, L., Liu, X.*, Wang, C.*, & Su, Y.-S. (2022). Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Computers & Education. 181, 104445. doi: 10.1016/j.compedu.2022.104445. (SSCI Q1, IF: 11.736)
23．Hong, J.-C., Liu, X.*, Cao, W.*, Tai, K.-H., & Zhao, L.** (2022). Effects of Self-Efficacy and Online Learning Mind States on Learning Ineffectiveness during the COVID-19 Lockdown. Educational Technology & Society, 25 (1), 142-154. (SSCI Q2, IF: 4.358)
24．He, W.*, Zhao, Li, & Su, Y. S. (2022). Effects of online self-regulated learning on learning ineffectiveness during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning. 23(2), 25-43. (SSCI Q1, IF: 3.487)
25．Su, Y.-S., Shao, M.*, & Zhao, L.** (2021). Effect of Mind Mapping on Creative Thinking of Children in Scratch Visual Programming Education. Journal of Educational Computing Research. 60(4), 906-929. doi: 10.1177/07356331211053383. (SSCI Q1, IF: 3.786)
26．Hong, J.-C., Cao, W.*, Liu, X.*, Tai, K.-H., Zhao, L.** (2021). Personality traits predict the effects of Internet and academic self-efficacy on practical performance anxiety in online learning under the COVID-19 lockdown. Journal of Research on Technology in Education. doi: 10.1080/15391523.2021.1967818. (SSCI Q2, IF: 3.473)
27．He, W.*, Liu, X.*, & Zhao, L.** (2021). Visualization analysis of media literacy from 2010-2019 based on CiteSpace. Journal of Internet Technology, 22(3), 533-541. doi:10.3966/160792642021052203004. (SCIE Q4, IF: 0.766)
28．Zhao, L., He, W.*, Liu, X.*, Tai, K. H., & Hong, J. C. (2021). Exploring the effects on fifth graders’ concept achievement and scientific epistemological beliefs: Applying the prediction-observation-explanation inquiry-based learning model in science education. Journal of Baltic Science Education, 20(4), 664-676. doi: 10.33225/jbse/21.20.664. (SSCI Q4, IF: 1.075)
29．He, W.*, & Zhao, L.** (2020). Exploring undergraduates' learning engagement via BYOD in the blended learning classroom (EULEBYODBLC). International Journal of Information and Education Technology. 10(2), 159-164. doi: 10.18178/ijiet.2020.10.2.1356 (IF: 0.385)
Journal Articles in Chinese
1．赵丽,刘寅生.如何打破在线课堂沉默？——基于伯格曼技术哲学的分析[J].中国远程教育,2024,44(08):55-64.DOI:10.13541/j.cnki.chinade.2024.08.003.(CSSCI, IF: 6.226)
2．赵丽,刘寅生.教育对话的技术转向：嬗递路径、应用困顿与范式重构——兼论对ChatGPT的逻辑审视及展望[J].华东师范大学学报(教育科学版),2024,42(08):76-84.DOI:10.16382/j.cnki.1000-5560.2024.08.007.(CSSCI, IF: 6.428)
3．赵丽,刘寅生.从表征到生成：在线课堂生成性取向再议[J].电化教育研究,2024,45(01):92-99.DOI:10.13811/j.cnki.eer.2024.01.012.(CSSCI, IF: 5.699)
4．赵丽,李苏琦,王淑文.脑机接口技术支持学习情感识别的应用框架及反思[J].电化教育研究,2023,44(05):82-89.DOI:10.13811/j.cnki.eer.2023.05.011.(CSSCI, IF: 5.699)
5．邵明铭,赵丽.基于多模态技术的学习风格分析：演进、困境及图景[J].开放教育研究,2022,28(04):102-109.DOI:10.13966/j.cnki.kfjyyj.2022.04.012.(CSSCI, IF: 8.894)
6．赵丽,柳月,沈书生.在线学习中家长投入对其感知子女学业倦怠的影响——江苏省中小学在线教学调查研究报告之二[J].华东师范大学学报(教育科学版),2022,40(04):29-42.DOI:10.16382/j.cnki.1000-5560.2022.04.003. (CSSCI, IF: 6.428)
7．赵丽,贺玮,王洋.人工智能支持的课堂教学行为分析：困境与路径[J].电化教育研究,2022,43(01):86-92.DOI:10.13811/j.cnki.eer.2022.01.011. (CSSCI, IF: 5.699)
8．张舒予,赵丽,周灵.视觉—媒介信息素养：新综合性素养的概念提出与教育实践[J].现代远程教育研究,2021,33(06):32-39+48.(CSSCI, IF: 9.518 )
9．赵丽,张舒予.中国优秀传统文化微学习资源开发探索[J].现代远距离教育,2017,(06):74-80.DOI:10.13927/j.cnki.yuan.2017.0060.（CSSCI,IF:5.0）
10．赵丽.“自带设备”基础教育应用本土化探讨[J].电化教育研究,2017,38(08):31-36.DOI:10.13811/j.cnki.eer.2017.08.005.（CSSCI,IF:6.168）
11．白倩,赵丽,张舒予.利益相关者视角下自带设备在小学的本土化[J].现代教育技术,2017,27(07):33-39.（CSSCI,IF:4.838）
12．白倩,赵丽,张舒予.慕课的学习现状与反思——基于我国慕课学习者负动机影响因子的角度[J].现代教育技术,2016,26(12):65-71.（CSSCI,IF:4.838）
13．赵丽.在线课程开发:从资源“共享学习”到智慧“共生跃迁”[J].电化教育研究,2016,37(11):67-74.DOI:10.13811/j.cnki.eer.2016.11.010.（CSSCI,IF:6.168）
14．朱德权,张舒予,赵丽.基于Citespace的视觉文化研究可视化分析[J].现代远距离教育,2016,(03):41-50.DOI:10.13927/j.cnki.yuan.2016.0029.（CSSCI,IF:5.0）
15．赵丽,张舒予.知识建构与文化传承的融合:视觉文化共同体研究实践新探索[J].现代远距离教育,2016,(02):36-41.DOI:10.13927/j.cnki.yuan.2016.0016.（CSSCI,IF:5.0）
16．赵丽,张舒予.媒介素养研究热点及趋势分析——基于教育学、新闻学与传播学CSSCI(2012—2013)来源期刊数据[J].电化教育研究,2015,36(05):17-25.DOI:10.13811/j.cnki.eer.2015.05.002.（CSSCI,IF:6.168）
17．赵丽,张舒予.论“视觉文化与媒介素养”课程的建构、解构与再构[J].现代远距离教育,2014,(01):68-73.DOI:10.13927/j.cnki.yuan.2014.01.010.（CSSCI,IF:5.0）
18．赵丽,张舒予.论技术哲学观照下的视觉哲学发展[J].现代远距离教育,2013,(02):57-62.（CSSCI,IF:5.0）
19．赵丽,张舒予.从共享到共生:视觉文化学习共同体的内涵与价值研究[J].电化教育研究,2013,34(03):23-27.DOI:10.13811/j.cnki.eer.2013.03.005.（CSSCI,IF:6.168）
20．赵丽,张舒予.论视觉文化的发展与对现代远程教育的影响[J].现代远距离教育,2012,(03):49-54.（CSSCI,IF:5.0）
21．赵丽,张舒予.媒体素养研究与教育技术创新[J].现代教育技术,2007,(09):38-40.（CSSCI,IF:4.838）
22．谢同祥,赵丽,牛玉霞,等.从EIQ看区域农村教育信息化现状、问题与对策——基于江苏三大区域的调查[J].中国电化教育,2007,(05):28-32.（CSSCI,IF:8.073）
23．赵丽,徐金雷.解读美国犹他州K6媒体素养教育[J].电化教育研究,2006,(05):60-63.（CSSCI,IF:6.168）
Books（专著）
1. Development and communication of micro-learning resources in the age of "Internet +"， Science Press, 2019.
2. Theory and Practice of Visual Literacy Curriculum in Post-Modern Context, Nanjing Normal University Press, 2017.
Patents
Liu, X. & Zhao, L. Visual Culture and Information Technology online System V1.0. Computer Software Copyright, 2020SR0398273.2020-06-30
Honors and Awards（教学与学术研究领域获奖）
l Teaching award at Nanjing Normal University, Second Prize, 2022
l College Micro-Lesson Teaching Competition in Jiangsu, Second Prize, 2021
l College Teacher Smart Teaching Contest in Yangtze River Delta region, Third Prize, 2021
Academic Title
l Editor, Thinking Skills and Creativity
l Editor, Humanities & Social Sciences Communications
l Editor, Cogent Education
l Reviewer, Computers & Education
l Reviewer, Asia Pacific Education Review
l Reviewer, Early Childhood Education Journal
l Reviewer, Education and Information Technologies
Contact
Email：li.zhao@njnu.edu.cn, 20190231@qq.com
