李子建

李氏早年畢業於香港大學地理及地質學系，於英國牛津大學獲理學碩士學位及英聯邦林業局書籍獎，分別於香港中文大學獲教育文憑（優異）、文學（教育）碩士、哲學博士學位。歷任中學教師、柏立基教育學院講師，香港中文大學教育學院課程與教學學系助理教授、副教授，香港中文大學教育學院院長、課程與教學學系教授、大學與學校夥伴協作中心主任。現任香港教育學院副校長（學術）兼任課程與教學講座教授，香港教育學院卓越教學發展中心聯席總監，可持續發展教育中心聯席總監。

李教授畢業於香港大學，並取得英國牛津大學理學碩士及香港中文大學文學（教育）碩士、哲學博士學位。李教授的研究範圍包括：課程與教程、環境教育與地理教育，以及學校改進等。他積極推行教育研究及發展計劃，過往取得不少校外撥款。其領導的“優質教育躍進學校計劃”在二零零八年獲得優質教育基金傑出獎。李教授著作甚豐，曾編輯及出版二十餘本書籍、百多份論文及篇章等。他亦是多份本地、地區及國際學術期刊的編輯、編委或顧問。 

李教授積極參與本地、國內及海外教育和社會服務，擔任多個教育學術和專業團體委員和顧問。他歷任聯合國教科文組織中國環境教育項目顧問及國際學校效能與學校改進學會理事、國際課程研究促進協會技術支援委員會委員等。李教授還出任內地及海外多所大學的訪問、客座或兼職教授。

李氏主持或共同領導的研究及發展項目包括：「通識教育支持計劃—課程銜接與發展」、「幼兒教育達善計劃」(由教育局資助）、「優化教學協作計劃」(由教育統籌局資助）;「優質教育躍進學校計劃」、「大學與學校夥伴協作共創優質教育計劃」、「學生領袖發展計劃－創意批判、關愛承擔」、「建立知識分享社群，促進教師專業發展--大學、學校與香港教育城夥伴協作計劃、「中華文化‧中國心」（經費由優質教育基金資助）；另有「官立及資助中學學校效能研究」、「傑出學校獎勵計劃良好實踐教育研究」、「優質教育基金生命教育計劃研究及發展」、「優質教育基金專題研習計劃研究及發展」、「協助小學中國語文教師建立專業學習社群」、「建立數學科學習社群協作計劃」（由教育署/教育局/優質教育基金秘書處資助）；另亦主持有關環境教育、信息科技教育、全方位學習計劃、生命教育等項目。2008年「優質教育躍進學校計劃」獲得優質教育基金傑出獎。

李氏的研究興趣為課程與教學、教育改革與學校改進、環境教育與可持續發展教育、教師發展等，著作十數種，論文100多篇。

（近5年）Scholarly Books, Monographs and Chapters 

● 李子建、許景輝（2019）：〈21世紀技能和生涯規劃教育的教學與評估〉，載於李子建、姚偉梅、許景輝（編），《21世紀技能與生涯規劃教育》，（頁77-98），台北市，高等教育文化事業有限公司。

● 李子健、江浩民和陳念慈（2019）：〈生涯規劃教育的相關理論及維度〉，輯於李子健、姚偉梅、許景輝（編），《21世紀技能與生涯規劃教育》，（頁 51-74），台灣，高等教育文化事業有限公司。

● 李子健和秦偉燊（2019）：〈職業倫理教育、經驗式學習與生涯規劃教育：企業和學校的角色〉，輯於李子健、姚偉梅、許景輝（編），《21世紀技能與生涯規劃教育》，（頁 99-127），台灣，高等教育文化事業有限公司。

● 李子建、姚偉梅和許景輝（2019）：，輯於，《21世紀技能與生涯規劃教育》，（頁223-239），台北市，高等教育出版公司。

● 李子建、姚偉梅和許景輝（2019）：，輯於，《21世紀技能與生涯規劃教育》，（頁1-26），台北市，高等教育出版公司。

● 江浩民、秦偉燊和李子健（2019）：〈歐美國家的生涯教育：設計與實踐特色〉，輯於李子健、姚偉梅、許景輝（編），《21世紀技能與生涯規劃教育》，（頁 169-197），台灣，高等教育文化事業有限公司。

● 李子建、姚偉梅、許景輝編著（2019）：21世紀技能與生涯規劃教育，台灣，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.

● 何榮漢、李子建、王秉豪、李璞妮、江浩民（2016）：知行合一, 同步向前 --香港教育學院執行 「協助中/小學規劃生命教育計劃」的經驗，王秉豪、李子建、朱小蔓、歐用生、吳庶深、李漢泉、李璞妮編，《生命教育的知、情、意、行》，（476-490），台灣新北市，揚智文化。

● 王秉豪、李子建、朱小蔓、歐用生、吳庶深、李漢泉、李璞妮編（2016）：《生命教育的知、情、意、行》(Life Education: Its intellectual, emotional, volitional and practical dimensions)，台灣新北市，揚智文化，490頁。

● 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. 

● 鍾明倫、李子建、秦偉燊、江浩民（2018）：香港課程改革下的價值教育: 回顧與前瞻，《香港教師中心學報》，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）：學習者身份的意涵及教育價值探析，《國家教育行政學院學報（CSSCI來源期刊）》，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）：教師共同體的發展困境及優化策略，《河北師範大學學報(教育科學版)》，20(2)，53-58。

● 黃顯涵、李子建（2018）：突破學校課程與教學的圍城：民眾教育的視角，《課程研究》，13(1)，77-91。

● 宋萑、馮海洋、李子建（2018）：師範院校合併升格背景下的教師教育者專業困境：以一所地方新建本科院校為例，《教師教育研究（CSSCI來源期刊）》，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.

● 黃顯涵、李子建和羅厚輝（2017）：課程改革中教師挑戰與困境：中國大陸教師的個案分析，《教師教育研究》，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世紀技能教學與學生核心素養︰趨勢與展望，《河北師範大學學報（教科版）》，19(3)，頁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、秦偉燊（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 《香港教師中心學報》》，15，27-43。

● Zhang, Q. & Lee, J.C.K. 張倩、 李子建（2016）：Teachers' Cultivation: From the Perspective of Learning to Become a Teacher ，《Journal Of Educational Studies《教育學報》(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. 陶麗、李子建 (2016). Overseas research on teacher-student relationships: Progress and implications〈國外師生關係研究進展探析〉.International and Comparative Education 《比較教育研究》, 38卷,314期, 61-68.

● Tao, L. and Lee, J.C.K. 陶麗、李子建 (2016). Research on school teachers’ use of new media: A perspective of teacher-student interaction. 〈中小學教師運用新媒體的研究：師生互動的視角〉.e-Education Research 《電化教育研究》, 37(2), 102-107.

● 李子建、朱琳（2015）：大中小學教師教育專業共同體的建構，《教師教育學報》，2(6)，41-46。

● 李子建、江浩民（2015）：生涯規劃教育理論與實踐: 邁向優質教育，《香港教師中心學報》，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(與Kerry Kennedy合著, Routledge, 2008)；《課程變革：理論與實踐》(與尹弘颷合著，台北高等教育出版公司, 2008)；Developing Teachers and Developing Schools in Changing Contexts (2008年，與Ling-po Shiu合編，Chinese University Press)；《經濟轉型期的高中教育--地近區比較與學校類型比較》(2009年，與蕭今、盧乃桂合著，北京教育科學出版社)；《優化課堂教學：教師發展、夥伴協作與專業學習共同體》(2009年，與張善培合編，北京人民教育出版社)；《園本課程開發的理論與實踐》(2009年，與楊曉萍、殷潔合著，北京人民教育出版社)；《校本環境教育的設計與實施—邁向可持續發展》(2009年，與黃宇、馬慶堂合編著, 北京人民教育出版社)；Schooling for Sustainable Development in Chinese Communities: Experience with Younger Children(2009年，與Michael Williams合編，荷蘭Springer出版社)；Educational Evaluation in East Asia: Emerging issues and challenges(2009年，與Samuel Peng合編，美國Nova Science Press)；《綜合人文學科：課程設計、教學與實施》(李子建等編著，2010年，南京師範大學出版社)；《校本課程發展、教師發展與夥伴協作》(2010年，主編，北京：教育科學出版社)；《課程與教學改革：學校文化、教師轉變與發展的觀點》(2010年，與顏明仁編著，北京：教育科學出版社)；《建立中國語文科及數學科專業學習社群——理論與實踐》(2010年，與馬慶堂、高慕蓮編著，南京師範大學出版社)；《海峽兩岸及港澳可持續發展教育研究》(2011年，主編，廣州：廣州教育出版社)；Changing Schools in an Era of Globalization(2011年，與Brian Caldwell合編，Routledge出版社)；New Understandings of Teacher’s Work: Emotions and Educational Change(2011年，與Chris Day合編，Springer出版社)；《語文學科教育前沿》(2012年，李子建、倪文錦主編、崔晶盈副主編，北京：高等教育出版社)；Curriculum Reform in China: Changes and Challenges(2012年，與尹弘飈合編，美國Nova Science Press)；Schooling forSustainable Development across the Pacific(2014年，與Rob Efird合編，Springer出版社)；Asia's High Performing Education Systems: The Case of Hong Kong(2014年，與Colin Marsh合編，Routledge出版社)。

教學方面，李氏曾為學校改善及領導文學碩士課程及幼兒教育文學碩士課程共同主任。李氏獲頒發「一九九九年度校長模範教學獎」。