首页|师资队伍|专任教师

刘儒德 博士,教授

E-mail:liurude@126.com

研究方向:学习动机与策略,有效教学模式,网络学习,数学学习与教学


个人履历

学习经历:
学士,华东师范大学心理系(1983—1987)。
硕士,onthegopto.com心理系(1987—1990)。
博士,onthegopto.com心理系(1995—1999)。


工作经历:
1990-1993 中教一级 北京教育学院西城分院
1993-1998 讲师 onthegopto.com心理学院

1998-2003 副教授 onthegopto.com心理学院
2003- 教授 onthegopto.com心理学院


学术合作与访问:

1998.10—1999.01 香港大学合作研究

1999.05—1999.08 英国曼彻斯特大学教育学院合作研究

2005.08—2006.08 美国密苏里大学富布赖特项目高级研究学者

2013.09—2014.03 美国哈佛大学教育学院访问学者


荣誉奖励

2009年教育部新世纪优秀人才

2014年onthegopto.com钱瑗教育基金优秀教师奖

科学研究

主持科研课题

1.刘儒德中小学生自主学习能力及其提升策略的研究.北京市教育科学规划优先关注课题,2022-2026.

2.刘儒德中小学生手机使用行为及其影响因素研究.国家社会科学基金(17BSH102),2017-2022.

3.刘儒德.中小学生数学学习投入的发展与影响机制研究.教育部人文社会科学重点研究基地重大项目(15JJD190001).2016-2018

4.刘儒德.小学生工作记忆与自动化图式对心算策略的影响的研究.onthegopto.com自主科研基金项目(文科)(SKZZY2014059. 2014-2016

5.刘儒德.中国基础教育质量监测协同创新中心“区域教育质量健康体检与改进提升”品德项目.2013-2022

6.刘儒德.儿童网络意识与网络行为的社会心理学分析研究.国家社会科学基金10BSH0242010-2013.

7.刘儒德.利用信息技术促进自我调节学习的研究.教育部新世纪优秀人才支持计划(NECT-08-00682009-2012.

8.刘儒德19年级学生数学错误概念的调查研究.北京市教育科学“十一五”规划重点课题(ABA07014),2007-2010.

9.刘儒德.在北京远郊区县开展学习优势教育的实验研究.北京教委委托课题, 2008-2015.

10.刘儒德. A Cross Cultural Study of Wisdom.加拿大社会科学与人文研究计划,2008-2009.

11.刘儒德.中国中小学生心理发展与学习状况研究.北师大哲学社会科学创新群体培养计划,2004-2008.

12.刘儒德.中小学生学习策略训练研究.与深圳诺亚舟有限公司合作课题,2008-2009.

13.刘儒德.多媒体图表认知过程研究(30370487.国家自然科学基金,20042006

14.刘儒德.学科教学中的研究性学习研究.全国教育科学“十五”规划重点项目(教育部青年专项),20022005

15.刘儒德.信息技术整合于教学的教师培训研究.教育部人文社会科学“十五”规划项目(专项),20022005

16.刘儒德.因特网上的学习模式研究.北京市哲学社会科学“十五”规划项目,20022005

17.刘儒德.小学学科中基于问题学习研究.北京市教育科学“十五”规划重点项目,20042005

18.刘儒德学习策略与课程整合,与深圳育才一小合作项目,2008-2009.

19.刘儒德.国家中小学生学业质量调查.与教育部课程与教材发展中心合作,20112015

20.刘儒德基于学习优势的课题教学研究.与北京革新里小学合作项目,20092011

21.刘儒德.小学生学习智慧培养的研究.与河南郑州思达外国语小学合作项目,20092011

22.刘儒德公共课教育心理学课程建设,北师大教师教育创新平台项目,20092010.

23.刘儒德.学科教学中整合多元智能的研究.北京展览路第一小学,20012005

24.刘儒德信息技术与教学整合与北京一师附小合作项目,20002012

25.刘儒德.无线网络学习评价研究.北京人大附中,20032005.

26.刘儒德.多媒体环境下学生对图形的认知过程,onthegopto.com青年科研基金,19981 999

27.刘儒德.京港两地电脑辅助教育师资准备状况的调查,香港大学资助项目,19981999


主持或参与教学研究课题

1.刘儒德,基于教育心理学规律的课程思政建设与实践—以《教育心理学》为例,2021年北京高等教育“本科教学改革创新项目”(202110027005.

2.刘儒德,《教育心理学》校级公共课建设项目,2009-2011.

3.刘儒德,《教育心理学》校级基础课程建设项目,2009-2011.

4.刘儒德,《教育心理学》校级精品课程建设项目,2008-2010.

5.刘儒德,《教育心理学》校级基于下一代互联网的教师教育网络课程项目,2009-2011,校级优秀奖。

6.刘儒德,心理学专业教学技能校级在线课程建设项目,2011-2012.

7.刘儒德,心理学实践教学课程体系大纲建设,校级实践教学各类项目,2011-2012.

8.刘儒德,本科生导师制的研究与实践(总体项目),校级教改项目,2010-2012.

9.刘儒德,心理学院本科生导师制的研究与实验,校级教改项目,2010-2012.

10.刘儒德,心理学专业实践教学建设与改革,校级实践教学各类项目,2010-2012.

11.刘儒德,心理学院教师教育专业建设,校级教师教育创新平台建设项目,2009-2010.

12.刘儒德,心理学专业免费师范生本科阶段培养方案的完善与实施,校级教师教育创新平台建设项目,2009-2010.

13.刘儒德,心理学专业(免费师范生)基础系列课程建设,校级教师教育各类建设项目,2009-2010.

14.刘儒德,心理学院师免费师范生教学计划研究与制订,校级教学计划研制项目,2009-2010.

15.刘儒德,心理学院教学计划研究与制订,校级教学计划研制项目,2009-2010.

16.刘儒德,心理学专业实习基地建设,校级实践教学各类项目,2009-2010.

17.刘儒德,心理学课程与教学体系的整体改革探索研究,校级教改项目,2008-2010.

18.车宏生.国家理科基地人才培养基金条件建设项目.自然基金委,2006-2008

19.许燕.国家理科基地人才培养基金能力提高项目,自然基金委,2009-2011

20.许燕.国家理科基地人才培养基金条件建设项目,自然基金委,2012-2016

21.舒华.心理学核心基础课国家级教学团队,教育部质量工程,2009-2012


参与课题

1.许燕.科技部“十二五”国家科技支撑计划项目“基于学校-家庭一体化的纵向心理健康教育和心理疏导的应用示范研究”.2012-2014

2.陈琦,刘儒德.在多媒体计算机辅助教学条件下培养学生自我调节学习的能力的研究,北京市教育科学九五规划,1996-2000

3.陈琦.信息技术在中英两国中学科学学习中的应用,英国文化委员会资助项目,1997-2000

4.陈琦.中小学数学教学软件开发,国家九五重点科技攻关项目,1997 -1998

5.陈琦.教育心理学规律与教学改革,国家教委教育科学九五课题,1996 -2000

6.陈琦.信息技术与智能教学模式的整合研究,国家教委课题,1996 -2000

7.陈琦.电脑辅助教学在澳门高美士中葡中学普及和深入研究,澳门教育司,1997 -1998

8.陈琦.电脑辅助小学数学教学(澳门),澳门基金会,1994 -1996

9.陈琦.小学数学计算机辅助教学研究,onthegopto.com项目,1995 -1996

10.陈琦.信息技术与教师培训,北京第一师范学校项目,1996 -1997

11.陈琦.基础教育中计算机应用与儿童认知发展,国家自然科学基金,1990 -1993


研究成果


国际与国内会议论文

1.Ding, Y., Zhang, D.,Liu, R.-D., Wang, J., & Xu, L. (2019, April).Effect of automaticity on mental addition in children: The moderating role of working memory. Paper submitted toAmerican Educational Research Association Annual Meeting, Toronto, Canada.

2.Ding, Y.,Liu, R.., Gao, B.-C., & Zhang, D. (2014, April).The roles of working memory and problem difficulty in multiplication in elementary students. Paper proposal accepted by the American Educational Research Association Annual Meeting, Philadelphia, PA.

3.Liu, R., Ding, Y., Zong, M., & Zhang, D.(2012).Concept development of decimals in Chinese elementary students: a developmental approach. American Educational Research Association, 2012 annual meeting, April 13-17, Vancouver, British Columbia, Canada .

4.Liu, R., Ding, Y., Zong, M., & Zhang, D.(2012).Effect of intervention on conceptual changes\ of decimals in Chinese elementary students: A problem-Based Learning approach. American Educational Research Association, 2012 annual meeting, April 13-17, Vancouver, British Columbia, Canada .

5.Liu R. The International Conference on Positive Psychology and Education. Beijing, China , August 13-15, 2010, Chairmen.

6.Chen, Q &Liu, R.Integration of ICT and Problem-Based Learning Environment.The 28th International Congress of Psychology, 2004, August, Beijing.

7.Liu, R., & Mou, S. The Effects of Learner-Generated Diagrams on Understanding and Application of Dynamic Knowledge in Explanatory Text.The 28th International Congress of Psychology, 2004, August, Beijing.

8.Jiang, T,Liu, R, & Zhou, L. The Effects of Rotatable Electrical Map on Reaction Time for Reorientation.The 28th International Congress of Psychology, 2004, August, Beijing.

9.Liu, R., Cheng, T. & Mou S. The Effects of Rotatable Electrical Map on Reaction Time for Reorientation.The 28th International Congress of Psychology, 2004, August, Beijing.

10.Liu, R.,Chen, Q., Reid, D. The impact of computer-based illustrating tool on constructing meaning from text. Proceeding of Conference on Educational Uses of Information and Communication Technologies. Publishing House of Electronics Industry, 58-61. 16th IFIP World Computer Conference, Beijing. August, 2000.

11.Liu R& Chen Q. Implications of Multimedia Learning Environment to Constructive Learning Process. Proceeding of the International Conference of Computer in Education (ICCE’98), Beijing. 1998, Vol.3, 68-72.

12.Chen Q,Liu R& Zhang J. Creating a Constructive Learning Environment for Learners to Explore Word Problem Solving. Proceeding of the International Conference of Computer in Education, Beijing. 1998, Vol.2, 498-503.

13.Qin Z,Liu R& Chen Q. Modeling as a Constructive Learning Tool. Proceeding of the International Conference of Computer in Education, Beijing. 1998,Vol.2, 102-105.

14.高丙成,刘儒德.小学高年级学生学习策略的特点及类型分析.第十二届全国心理学学术大会. 200911月,济南.

15.刘儒德,宋灵青,张俊.信息外部表征形式对初中生学习决策框架效应的影响。第13届全国心理学学术大会,20101121日至22日,上海。分组报告。

16.高钦,刘儒德,贾玲.特质性与情境性成就目标定向对目标调节的影响。第13届全国心理学学术大会,2010112122日,上海。分组报告。


发表论文

1.Yang, Y., Liu, R.-D.*, Liu, J.-X., Ding, Y., Hong, W., & Jiang, S.-Y. (2021). The relations between parental active mediation, parent-child relationships and children’s problematic mobile phone use: A longitudinal study.Media Psychology. Advance online publication.

2.Ding, Y., Fu, X.-C., Liu, R.-D.*, Hwang, J., Hong, W., & Wang, J. (2021). The impact of different coping styles during COVID-19 on psychological distress: The mediating role of perceived stress.International Journal of Environmental Research and Public Health, 18,10947.https://doi.org/10.3390/ijerph182010947

3.YangY., Liu R-D.*, Ding, Y., Wang, J., Hong, W., & Wu, Y. (2021). The influence of communication on college students’ self-other risk perceptions of COVID-19: A comparative study of China and The United States. International Journal of Environmental Research and Public Health, 18, 12491.https://doi.org/10.3390/ijerph182312491

4.Yang, X., Wang, J., Liu, R.-D.*, Ding, Y., Hong, W., Yang, Y., & Hwang, J. (2022). Home Quarantine Behavior in College Students: The Internal Mechanism and Cross-National Differences. Psychology Research and Behavior Management, 15, 823–837.https://doi.org/10.2147/PRBM.S359983

5.Wei, J., & Liu, R-D.*(2022).The interplay between perceived parents' academic socialization and psychological control in predicting youth's grit: An investigation across elementary, middle, and high schools in China.Learning and Individual Difference, 95, 1021 42.https://doi.org/10.1016/j.lindif.2022.102142

6.Hong, W., Jing, Y., Liu, R-D.*, Ding, Y., & Wang, J. (2022).Wean your child of video games: Using external rewards to undermine intrinsic motivation to play interesting video games. Current Psychology,https://doi.org/10.1007/s12144-022-02905-6

7.Yang, X., Liu, R.-D.*, Ding, Y., Hong, W., & Ding, Z. (2022). Interpersonal relationships moderate the relation between academic stress and mobile phone addiction via depression among chinese adolescents: A three-wave longitudinal study. Current Psychology.https://doi.org/10.1007/s12144-022-02951-0

8.Ding, Z., Liu, R-D.*, Ding, Y., Yang, X., Hong, W., & Li, H. (2022). The Concurrent and Longitudinal Relations Between Competitive Classroom Climate and Learning Motivation Among Chinese Adolescent Students: The Mediating Roles of Social Comparisons.Psychology Research and Behavior Management,15,1209-1219. https://doi.org/10.2147/PRBM.S364803

9.Jiang, R.H., Star, J.R., Hästö, P., Li L., Liu, R.-D.*, Tuomela, D., Joglar Prieto N., Palkki, R., Abánades, M.Á., & Pejlare, J. (2022).Which one is the “best”: a crossnational comparative study of students’ strategy evaluation in equation solving. International Journal of Science and Mathematics Education.https://doi.org/10.1007/s10763-022-10282-6

10.Star, J.R., Tuomela, D., Joglar Prieto N., Hästö, P., Palkki, R., Abánades, M.Á., Pejlare, J., Jiang, R.H., Li L., & Liu, R.-D. (2022). Exploring students’ procedural flexibility in three countries.International Journal of STEM Education 9, article 4.https://doi.org/10.1186/s40594-021-00322-y

11.Liu, R.-D., Shen, C., Sun, Y*. Ding, Y., Fu, X., Jiang, S., Oei, T-P.. Jiang, R., Wei, J., & Wang, J. (2022). The transmission of educational expectations from parents to early adolescents in Chinese families: The moderating role of the training parenting style.Current Psychology.https://doi.org/10.1007/s12144-022-03484-2

12.Hong, W., Liu, R.-D.*, Ding, Y., Wang, J., Jiang, R., & Jiang, S. (2021). Self-esteem level and smartphone use in Chinese adolescents: The role of self-esteem stability.Current Psychology.https://doi.org/10.1007/s12144-021-01543-8

13.Hong, W., Liu, R.-D.*, Ding, Y., Jiang, R., Sun, Y., & Jiang, S. (2021). A time-lagged study of two possible routes from personal innovativeness to life satisfaction in adolescents: Learning and social interaction on mobile phones.Personality and Individual Differences, 182,111075.https://doi.org/10.1016/j.paid.2021.111075

14.Hong, W., Liu, R.-D.*, Ding, Y., Jiang, S., Yang, X., & Sheng, X. (2021). Academic procrastination precedes problematic mobile phone use in Chinese adolescents: A longitudinal mediation model of distraction cognitions.Addictive Behaviors, 121,106993.https://doi.org/10.1016/j.addbeh.2021.106993

15.Hong, W., Liu, R.-D.*, Ding. Y., Hwang, J., Wang, J., & Yang, Y. (2021). Cross-country differences in stay-at-home behaviors during the COVID-19 pandemic in China and the United States: The roles of health beliefs and behavioral intention.International Journal of Environmental Research and Public Health, 18(4), 2104.https://doi.org/10.3390/ijerph18042104

16.Yang, X., Liu, R.-D.*, Ding, Y., Hong, W., & Jiang, S. (2021). The relations between academic procrastination and self-esteem in adolescents: A longitudinal study. Current Psychology.https://doi.org/10.1007/s12144-021-02075-x

17.Wang, J., Liu, R.-D., Star,J., Zhen, R., Liu, Y., & Hong W. (2021). Do Students Respond Faster to Inequalities with a Greater than Sign or to Inequalities with a Less than Sign: Spatial-Numerical Association in Inequalities. Journal of Cognition and Development,22 (4) , 605-618DOI: 10.1080/15248372.2021.1916499

18.Jiang, S., Liu, R.-D.*, Ding, Y., Jiang, R., & Hong, W. (2020). Why the victims of bullying are more likely to avoid involvement when witnessing bullying situations: the role of bullying sensitivity and moral disengagement. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260520948142

19.Yang, Y., Liu, R.-D., Liu, J.-X., Ding, Y., Hong, W., & Jiang, S.-Y. (2021). The relations between parental active mediation, parent-child relationships and children’s problematic mobile phone use: A longitudinal study.Media Psychology. Advance online publication.

20.Hong, W., Liu, R.-D., Ding. Y., Jiang, S.-Y., Yang, X.-T., & Sheng, X.-T. (2021). Academic procrastination precedes problematic mobile phone use in adolescents: A longitudinal mediation model of distraction cognitions.Addictive Behaviors,121,106993.

21.Hong, W., Liu, R.-D., Ding. Y., Hwang, J., Wang, J., & Yang, Y. (2021). Cross-country differences in stay-at-home behaviors during the COVID-19 pandemic in China and the United States: The roles of health beliefs and behavioral intention.International Journal of Environmental Research and Public Health,18,2104.

22.Hong, W., Liu, R.-D.*, Ding, Y., Fu, X., Zhen, R., & Sheng, X. (2021). Social media exposure and college students’ mental health during the outbreak of COVID-19: The mediating role of rumination and the moderating role of mindfulness.Cyberpsychology, Behavior, and Social Networking, 24(4), 282-287.https://doi.org/10.1089/cyber.2020.0387

23.Jiang, S., Liu, R.-D., Ding, Y., Jiang, R., Fu, X., & Hong, W. (2022). Why the Victims of Bullying Are More Likely to Avoid Involvement When Witnessing Bullying Situations: The Role of Bullying Sensitivity and Moral Disengagement.Journal of Interpersonal Violence, 37(5-6), 3062-3083.https://doi.org/10.1177/0886260520948142

24.Jiang, R.,Liu R.-D*, Star, J., Zhen, R., Wang, J., Hong, W., Jiang, S., Sun, Y., & Fu, X.(2021). How mathematics anxiety affects students' inflexible perseverance in mathematics problemsolving: Examining the mediating role of cognitive reflection.British Journal of Educational Psychology,91, 237–260.doi: 10.1111/bjep.12364

25.Zhen R., Li, L., Ding, Y., Hong, W., &Liu R.-D*. (2020). How does mobile phone dependency impair academic engagement among Chinese left-behind children? Children and Youth Services Review, 116,105169.doi:10.1016/j.childyouth.2020.105169

26.Ding, Y., Zhang, D.,Liu, R.-D.*, Wang, J., & Xu, L. (2021). The effect of automaticity on mental addition in Chinese children: The moderating role of working memory.Journal of Experimental Education. 89(1).33-53. doi:10.1080/00220973.2019.1648232

27.Liu Y.,Liu, R.-D.*, Star, J., Wang, J., Zhen, R., & Tong, H. (2020). The effect of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among primary school students.Journal of Educational Psychology,112(5), 907–921.doi:10.1037/edu0000403

28.Ding, Y.,Liu, R.-D.*, Hong, W., Yu, Q., Wang, J., Liu, Y., & Zhen, R. (2021). Specific mental arithmetic difficulties and general arithmetic learning difficulties: The role of phonological working memory.Psychological Report,124(2), 720-751.DOI: 10.1177/0033294120916865

29.Jiang, S.,Liu, R.-D*, Ding, Y., Fu, X., Sun, Y., Jiang, R., & Hong, W.(2020). Implicit theories and engagement in math among Chinese adolescent students: A moderated mediation model of intrinsic value and academic self-efficacy. Frontiers in Psychology, DOI: 10.3389/fpsyg.2020.01325.

30.Fu, X., Liu, J.,Liu, R.-D.*, Ding, Y., Hong, W., Jiang, S. (2020). The impact of parental active mediation on adolescent mobile phone dependency: A moderated mediation model.Computers in Human Behavior. 107:106-280.doi:10.1016/j.chb.2020.106280

31.Fu, X., Liu, J.,Liu R.-D*, Ding, Y., Wang, J., Zhen, R., & Jin, F. (2020). Parental Monitoring and Adolescent Problematic Mobile Phone Use: The Mediating Role of Escape Motivation and the Moderating Role of Shyness. International Journal of Environmental Research and Public Health,doi: 10.3390/ijerph17051487.

32.Sun, Y.,Liu, R.-D.*, Oei, T.-P., Zhen, R., Ding, Y., & Jiang, R.-H. (2020). Perceived parental warmth and adolescents’ math engagement in China: The mediating roles of need satisfaction and math self-efficacy.Learning and Individual Differences, 78(2), 101837:1-9 doi:10.1016/j.lindif.2020.101837

33.Hong, W.,Liu, R.-D.*, Ding, Y., Sheng, X., & Zhen, R. (2020). Mobile phone addiction and cognitive failures in daily life: The mediating roles of sleep duration and quality and the moderating role of trait self-regulation.Addictive Behaviors, 107, 106383. doi: 10.1016/j.addbeh.2020.106383

34.Hong, W., Zhen, R.,Liu, R.-D.*, Wang, M.-T., Ding, Y., & Wang, J. (2020). The longitudinal linkage between Chinese children’s behavioral, cognitive, and emotional engagement within a mathematics context.Educational Psychology,doi10.1080/01443410.2020.1719981

35.Hong, W.,Liu, R.-D.*, Ding, Y., Oei, T.-P., Fu, X., Jiang, R., Jiang, S. (2020). Self-esteem moderates the effect of compromising thinking on forgiveness among Chinese early adolescents.Frontiers in Psychology, 11:104,doi: 10.3389/fpsyg.2020.00104

36.Liu. Y.,Liu, R.-D.*, Star, J. Wang, J., & Tong, H. (2020). The effect of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among primary school students in a perimeter comparison task: the perspective of cognitive load.European Journal of Psychology of Education, 35:357-380,doi: 10.1007/s10212-019-00424-w

37.Hong, W.,Liu. R.-D.*, Ding, Y., Oei, T.-P., Zhen, R., & Jiang, S. (2019). Parent phubbing and problem mobile phone use: The roles of parent-child relationship and children’s self-esteem.Cyberpsychology, Behavior, and Social Networking, 22(12): 779-786,DOI: 10.1089/cyber.2019.0179.

38.Liu, R.-D., Wang, J., Gu, D., Ding, Y.,Oei, T. P., Hong, W., Zhen, R., & Li, Y. -M. (2019) The Effect of Parental Phubbing on Teenager’s Mobile Phone Dependency Behaviors: The Mediation Role of Subjective Norm and Dependency Intention.Psychology research and behavior management, 12, 1059-1069. doi:10.2147/PRBM.S224133

39.Zhen, R.,Liu, R.-D.*,Wang M.-T., Ding, Y., Jiang, R., Fu, X., & Sun, Y. (2019). Trajectory patterns of academic engagementamong elementary school students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology. doi:10.1111/bjep.12320

40.Liu, R. -D., Hong, W., Ding, Y., Oei, T. P., Zhen, R., Jiang, S., & Liu, J. (2019). Psychological distress and problematic mobile phone use among adolescents: The mediating role of maladaptive cognitions and the moderating role of effortful control. Frontiers in Psychology, 10, 1589. doi: 10.3389/fpsyg.2019.01589

41.Hong, W.,Liu, R.-D*., Oei, T.-P., Zhen, R., Jiang, S., & Sheng, X. (2019). The mediating and moderating roles of social anxiety and relatedness need satisfaction on the relationship between shyness and problematic mobile phone use among adolescents. Computers in Human Behavior, 93, 301-308. doi: 10.1016/j.chb.2018.12.020TopQ1

42.Jiang, S.,Liu, R.-D.*, Ding, Y., Oei, T. P., Fu, X., & Hong, W. (2019). Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship. Frontiers in Psychology. 10:1077. doi: 10.3389/fpsyg.2019.01077.

43.Wang, J.,Liu, R.-D.*, Star, J. R., Liu, Y., & Zhen R. (2019). The moderating effect of regulatory focus in the relationship between potential flexibility and practical flexibility. Contemporary Educational Psychology, 56, 218-227. Doi: 10.1016/j.cedpsych.2019.01.013

44.Zhen, R.,Liu, R.-D.*, Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2019; In press). Gratitude and math engagement among primary students: Examining a multiple mediating model.Current Psychology.doi: 10.1007/s12144-019-00202-3

45.Zhen, R.,Liu, R.-D.*, Hong, W., & Zhou, X. (2019). How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones.International Journal of Environmental Research and Public Health, 16, 2286. doi:10.3390/ijerph16132286

46.Ding, Y.,Liu, R.-D.*, Liu, H., Wang, J., Zhen, R., & Jiang, R.-H. (2019). Effects of working memory, strategy use, and single-step mental addition on multi-step mental addition in Chinese elementary students.Frontiers in Psychology,10:0148.doi:10.3389/fpsyg.2019.00148

47.Jiang X., Fang, L., Stith, B. R.,Liu R.-D., & Huebner, E. S.(2019). A cross-cultural evaluation of the students’ life satisfaction scale in Chinese and American.Current Psychology,doi:10.1007/s12144-019-00188-y

48.Jiang, X.,Fang, L., Stith, B. R.,Liu, R.-D., & Huebner, E. S. (2018). A psychometric evaluation of the Chinese version of the Student Life Satisfaction Scale.Applied Research in Quality of Life,13(4), 1081-1095. DOI: 10.1007/s11482-017-9576-x

49.Liu, R.D., Wang, J., Star, J. R., Zhen, R., Jiang, R. H., & Fu, X. C. (2018). Turning Potential Flexibility Into Flexible Performance: Moderating Effect of Self-Efficacy and Use of Flexible Cognition.Frontiers in psychology,9: 646.,DOI:10.3389/fpsyg.2018.00646, 2018,4(psychology, Q2)

50.Jiang, R.,Liu, R. D.*, Ding, Y., Zhen, R., Sun, Y., & Fu, X. (2018). Teacher justice and students’ class identification: belief in a just world and teacher–student relationship as mediators. Frontiers in Psychology, 9:802. (psychology, Q2), 2018, 5,DOI:10.3389/fpsyg.2018.00802

51.Ding, Y.,Liu, R.-D*., McBride, C., Fan, C.-H., Xu, L., & Wang, J. (2018). Pinyin and English invented spelling in Chinese-speaking children who speak English as a second language.Journal of Psycholinguistic Research, 47,1163-1187.doi:10.1007/s10936-018-9585-4psychology, Q4

52.Guo, M.,Liu, R.*; Ding, Y.,Hu, B.,Zhen, R.,Liu, Y.,Jiang, R. (2018).

How are extraversion, exhibitionism,and gender associated with posting selfies on WeChat friends'circle in Chinese teenagers?Personality and Individual Differences, 127: 114-116. DOI: 10.1016/j.paid.2018.01.042,JUN 1 2018 (psychology, Q2)

53.Liu, R.-D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R. & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions.Educational Psychology,38(1), 3-16.DOI: 10.1080/01443410.2017.1359238.(SSCI, Q2)

54.Zhen, R.,Liu, R*., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.doi: 10.1016/j.lindif.2017.01.017 (SSCI, Q2)

55.Xu, L.,Liu, R-D*., Star, J. R., Wang, J., Liu, Y., & Zhen, R. (2017). Measures of Potential Flexibility and Practical Flexibility in Equation Solving. Frontiers in Psychology, 8:1368. doi: 10.3389/fpsyg.2017.01368

56.Xu, L.,Liu, R-D*., Ding, Y., Mou, X., Wang, J., & Liu, Y. (2017). The Mediation Effect of Coping Style on the Relations between Personality and Life Satisfaction in Chinese Adolescents. Frontiers in Psychology, 8:1076. doi: 10.3389/fpsyg.2017.01076.

57.Wang, J.,Liu, R-D.*, Ding, Y., Liu, Y., Xu, L., & Zhen, R. (2017). What Influences Chinese Adolescents’ Choice Intention Between Playing Online Games and Learning? Application of Theory of Planned Behavior with Subjective Norm Manipulated as Peer Support and Parental Monitoring. Frontiers in Psychology, 8, 589. doi: 10.3389/fpsyg.2017.00589

58.Wang, J.,Liu, R-D.*, Ding, Y., Xu, L., Liu, Y., & Zhen, R. (2017). Teacher's Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom. Frontiers in Psychology, 8:1008, DOI: 10.3389/fpsyg.2017.01006

59.Wang, J., Wang, L.,Liu, R-D., & Dong, HZ. (2017). How expected evaluation influences creativity: Regulatory focus as moderator. Motivation and Emotion, 41(2): 147-157. doi: 10.1007/s11031-016-9598-y

60.Liu, R-D.,Ding, Y., Xu, L., & Wang, J. (2017). Involvement of working memory in mental multiplication in Chinese elementary students.The Journal of Educational Research, 110(4), 380-390. doi:10.1080/00220671.2015.1103689

61.Ding, Y.,Liu, R-D.*, Xu, L., Wang, J., & Zhang, D. (2017). Working memory load and automaticity in relation to mental multiplication. The Journal of Educational Research, 110(5): 554-564. doi:10.1080/00220671.2016.1149794

62.Gao, Q., Bian, R.,Liu, R.*,He, Y., & Tian, PO. (2017). Conflict resolution in Chinese adolescents‘ friendship: Links with regulatory focus and friendship satisfaction. The Journal of Psychology: Interdisciplinary and Applied, 151:3, 268-281. Doi: 10.1080/00223980.2016.1270887

63.Zhen, R.,Liu, R.*, Ding, Y., Liu, Y., Wang, J., & Xu, L. (2016). The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among chinese adolescent students. International Journal of Psychology.

64.Liu,Y.,Liu, R-D*, Ding, Y., Wang, J., Zhen, R., & Xe L.(2016). How online basic psychological need satisfaction influences self-disclosure online among Chinese adolescents: Moderated mediation effect of exhibitionism and Narcissism. Frontiers in Psychology. August 26, doi: 10.3389/fpsyg.2016.01279

65.Liu, R-D., Bian, R., Gao, Q., Ding, Y., & Zhang, J.(2016).I like you more when your behaviors fit my motivational orientation: The effect of interpersonal regulatory fit on interpersonal evaluation. Personality and Individual Differences, 99(9):166-173.doi:10.1016/j.paid.2016.05.002

66.Li, Y,Liu, R., & Schachtman, T. R. (2016). Cultural Differences in Revaluative Attributions. Journal of Cross-Cultural Psychology,47(1):149-166.doi:10.1177/0022022115609146. SSCI, Q1.

67.Hu, C., Ferrari, M.,Liu, R.,Gao, Q. Weare, E. (2016). Mainland Chinese Implicit Theory of Wisdom: Generational and Cultural Differences. Journal of Gerontology: Psychological Sciences. doi: 10.1093/geronb/gbw157

68.Liu, R.-D., Ding, Y., Gao, B.-C., & Zhang, D. (2015). The relations between number property strategies, working memory, and multiplication in Chinese elementary school students. Journal of Experimental Education, 83(3), 319-343.

69.Li, Y., Sheldon, K. M., &Liu, R.(2015). Dialectical thinking moderates the effect of extrinsic motivation on intrinsic motivationLearning and Individual Differences, 39:89-95SSCI Q2

70.Ding, Y.,Liu, R.-D., McBride, C., & Zhang, D. (2015). Pinyin invented spelling in Mandarin Chinese-speaking children with and without reading difficulties.Journal of Learning Disabilities48(6): 635-645, SSCI, Q1

71.Liu, R.-D., Ding, Y., Zong, M., & Zhang, D. (2015).Effect of intervention on decimal computation in Chinese elementary students: A problem-based learning approach. In J. Middleton & J. Cai (Eds.),Design, Results, and Implications of Large-Scale Studies in Mathematics Education(pp. 235-263).New York, NY: Springer. Book Chapter

72.Liu, R.-D., Ding, Y., Zong. M. & Zhang, D. (2014). Concept development of decimals in elementary students: A conceptual change approach. School Science and Mathematics, 114(7), 326-338.

73.Zhang, D., Ding, Y., Barrett, D. E., Xin, Y.-P., &Liu, R.*. (2014). A comparison of multiplication strategic development in low-achieving, average-achieving, and high-achieving students.EuropeanJournal of Psychology of Education, 29(2), 195-214.

74.Liu, R.,Shen, C.,Xu, L., & Gao, Q. Children's Internet information seeking, life satisfaction, and loneliness: The mediating and moderating role of self-esteem. Computers & Education, 2013, 68, 21-28.SCI

75.Shen, C,Liu, R.*, & Wang, D. Why are children attracted to the Internet? The role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 2013, 29, 185-192SCI

76.Liu, R.(2010). Psychological research in educational technology in China. British Journal of Educational Technology, 41(4), 593-606.

77.Hung, W., Jonassen, D., &Liu, R. Problem-Based Learning (pp185-506).In J. Michael Spector, M. David Merrill, Jeroen Van Merrienboer, & Marcy P. Driscoll (Eds)Handbook of Research on Educational Communications and Technology. NY: Lawrence Erlbaum Associates, 2008.

78.李雨朦,刘儒德*,洪伟,典,金芳凯. (2020).尽责性对问题性手机使用的影响:时间管理倾向和自我控制的链式中介作用。心理科学, 43(3): 666-672. DOI:10.16719/j.cnki.1671-6981.20200322

79.洪伟,刘儒德*,郭明佳,甄瑞,蒋舒阳,金芳凯. (2019).自我感知的外表吸引力与自拍发布行为的关系:一个有调节的中介模型.心理科学, 42(1). 88-94.doi: 10.16719/j.cnki.1671-6981.20190114

80.蒋舒阳,刘儒德*,甄瑞,洪伟,金芳凯. (2019).高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用.心理发展与教育, 35(1), 51-59.

81. 蒋舒阳,刘儒德,甄瑞,洪伟,金芳凯. (2018).小学生能力观对数学学习投入的影响:学业控制感和期望的中介作用. 心理与行为研究, 16(4), 490-496.

82. 洪伟, 刘儒德, 甄瑞, 蒋舒阳, & 金芳凯. (2018). 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用. 心理发展与教育, 34(2), 191-199.

83.郭明佳,刘儒德*,甄瑞,牟晓红,蒋舒阳. (2017).中学生亲子依恋对主观幸福感的影响:师生关系及自尊的链式中介作用.心理与行为研究, 15(3)351-358.

84.周芳,刘儒德*,郭明佳,蒋舒阳. (2017).青少年消极情绪对网络成瘾的影响:幸福倾向的调节作用.中国临床心理学杂志, 25(2)208-212.

85.庄鸿娟,刘儒德,刘颖. (2017).青少年同伴依恋与问题性手机使用的关系:自我建构对孤独感中介作用的调节.心理科学,40(1)89-95

86.庄鸿娟,刘儒德*,刘颖,王佳,甄瑞,徐乐.中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用.心理发展与教育,2016,323):317-323. doi10.16187/j.cnki.issn1001-4918.2016.03.08

87.牟晓红,刘儒德*,庄鸿娟,王佳,刘颖.中学生外倾性对生活满意度的影响:自尊、积极应对的链式中介作用.中国临床心理学杂志, 2016, 24(2):341-344 doi: 10.16128/j.cnki.1005-3611.2016.02.035

88.唐铭,刘儒德*,高钦,庄鸿娟,魏军, &邸妙词.调节聚焦对高中生毅力水平的影响:学业情绪的中介作用.心理与行为研究,201614(4)479-485

89.高婷,刘儒德*,刘颖, &庄鸿娟.小学生分数比较中的加工模式:基于反应时和口语报告的研究.心理发展与教育,2016, 32(4):463-470.

DOI:1016187/j.cnki.issn1001-4918.2016.04.10

90.邸妙词,刘儒德*,高钦,王佳,魏军,唐铭,小学生调节聚焦对生活满意度的影响:压力应对方式的中介作用,心理发展与教育,201531(3)327-333CSSCI

91.代曼,刘儒德*,邸妙词,马雪莹,徐乐,工作记忆负荷和自动化提取对小学生加法心算策略执行效果的影响,心理发展与教育,201430(4)420-426C

92.魏军;刘儒德*;何伊丽;唐铭;邸妙词;庄鸿娟,小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用,心理与行为研究,2014,(3):326-332CSSCI

93.刘林澍;刘儒德,远程学习者辍学影响因素分析与对策——学习情境中决策心理成本的视角,中国电化教育,2014(8):67-72CSSCI

94.刘儒德,沈彩霞,徐乐,高钦.2014.日常心理需要满足与儿童上网行为和上网情感的追踪研究.心理发展与教育,301):90-95

95.沈彩霞,刘儒德,王丹.儿童网络行为与孤独感的关系—人格的调节效应.心理科学,2013365):1140-1145.

96.李航,刘儒德,刘源.大学生外语写作自我效能感在写作焦虑对写作成绩影响中的中介效应.心理发展与教育, 2013, 29(4), 385-390

97.魏飞,刘儒德,何伊丽,刘林澍,魏军.难度与分值对高一学生选择停止、集中或分散学习的影响.心理发展与教育, 201329(3), 285-291.

98.田霖,刘儒德.规则空间模型在考试评价中的应用—以小学五年级分数图形测验为例.中国考试,2012(8): 16-22.

99.和美君,刘儒德,徐乐,贾玲.数学能力与问句位置对小学生结构不良应用题表征的影响.心理发展与教育,2012(3): 276-282.

100.和美君,刘儒德.论数学问题解决中情境模型与问题模型的关系.心理科学,2012, 35( 3) : 642-646

101.张俊,刘儒德,贾玲.反馈在自我调节学习中的作用.心理发展与教育,2012(2): 218-224.

102.刘儒德,唐澈.本科生导师制的问题与建议—基于对onthegopto.com本科生的调查.高等理科教育,2011(6): 106-110.

103.张俊,刘儒德.学习策略选择的过程与影响因素.onthegopto.com学报(社科版)2011(6), 21-29

104.沈彩霞,刘儒德.电脑游戏对儿童心理发展的影响.应用心理学,2011373):222-231.

105.唐澈,刘儒德,史佳鑫,林楠.交流媒介与时间压力对群体观点产生的影响.电化教育研究, 2011(7): 13-17.

106.李航,刘儒德.基于网络平台的英语协作写作模式效果研究.电化教育研究2011(7):67-72.

107.高丙成,刘儒德,王丹,和美君,袁稹. (2011).初中生自我调节学习的类型及对学习的影响.心理发展与教育,2011(1): 76-82.

108.高丙成,刘儒德,李航,孙洋洋,高钦. (2011).初中生社会支持状况及与自我效能感、焦虑的关系.中国临床心理学杂志,19(2): 237-243.

109.刘儒德,宋灵青,和美君,张俊,袁稹.信息外部表征形式对初中生学习决策框架效应的影响.心理发展与教育, 2010, 26(6): 606-611.

110.高钦,刘儒德,贾玲,袁稹.特质性与情境性成就目标定向对目标调节的影响.应用心理学,2010(3), 201-207.

111.刘儒德2010.教师的幸福在哪里?人民教育,(19),28-31

112.宋灵青,李玉环,刘儒德.情绪与认知方式对决策的影响.中国临床心理学杂志,2010(1),116-118

113.宋灵青,刘儒德,李玉环,高振华,李文君.社会支持、学习观和自我效能感对学习主观幸福感的影响.心理发展与教育,2010(3), 282-287

114.刘儒德,曾美艳,宋灵青,高丙成.初中生的错误观与错误应对方式对学习成绩的影响.心理发展与教育, 2009, 25(4): 87-92.

115.刘儒德,高丙成,和美君,宋灵青.论学习信念的形成.onthegopto.com学报(社会科学版), 20095),20-24.

116.刘儒德,徐娟.外在暗示线索对学习者在多媒体学习中自我调节学习过程的影响.应用心理学,200915(2),238-241.

117.徐娟,刘儒德.计算机环境下的自我调节学习研究.中国电化教育,200910),37-40.

118.徐娟,刘儒德,柴松针,宋灵青.多媒体环境下图文的具体程度对学习效果的影响.应用心理学,2008143),238-244

119.杨伊生,刘儒德.蒙古族青少年素质特点研究.心理科学,20085),1241-1244.

120.杨伊生,刘儒德.儿童分数概念发展研究综述.内蒙古师范大学学报, 2008(6),31-34.

121.刘儒德,赵妍,柴松针,徐娟.多媒体学习的认知机制.onthegopto.com学报(社科版)2007(5), 22-27

122.刘儒德周蕾,张再青.高中生考试焦虑的团体辅导干预研究.心理发展与教育, 2007(4), 68-72.

123.刘儒德,赵妍,柴松针,徐娟.多媒体学习的影响因素.中国电化教育2007(10), 1-5

124.江涛,刘儒德.计算机中介交流对小组合作成员学习卷入行为的影响.中国电化教育, 2007(7), 36-39.

125.刘儒德,程铁刚,牟书.电子地图导航中用户空间定向认知过程机制的研究.心理与行为研究2007, 5(3), 161-165.

126.刘儒德,徐娟.图文呈现顺序对图片理解的影响.心理科学, 200629(5), 1076-1080.

127.刘儒德,陈琦,David Reid.基于计算机的插图工具对科学说明文的意义建构的影响.心理与行为研究200533),161-164.

128.刘儒德,牟书,舒华.学习者生成图解对说明文阅读理解和应用的效果.心理发展与教育20053),74-77.

129.牟书,刘儒德舒华,程铁刚.可旋转地图和固定地图的定位效率研究.应用心理学2005,111,67-72.

130.刘儒德.建构主义:知识观、学习观、教学观.人民教育2005(17), 9-11.

131.刘儒德.学生的学习观及其对学习的影响.教育理论与实践2005,25(5) , 59-62.

132.江涛,刘儒德.计算机中介的交流(CMC)及其影响因素.中国电化教育20054,33-36.

133.刘儒德,宗敏,刘治刚.论学生学习观的结构.华东师范大学学报(教育科学版).2005,23(3),49-67.

134.刘儒德.对信息技术与课程整合问题的思考.教育研究2004(2), 70-74

135.刘儒德.建构主义:是耶非耶?.中国电化教育2004(2)16-20

136.刘儒德,伍新春,姚梅林.教育心理学课程与教学改革探索.心理科学, 2004(3), 753-754.

137.刘儒德,江涛,李云芳.高中生错题管理调查研究.心理发展与教育2004(1), 54-58.

138.刘儒德,程铁刚,周蕾.屏幕阅读与纸面阅读的比较研究.电化教育研究, 2004 (5), 28-31.

139.刘儒德,陈红艳.中小学生的数学观.onthegopto.com学报(社会科学版)2004(5)39-43

140.刘儒德.建模:作为一种建构性学习方式.心理科学进展2003(1)49-54

141.刘儒德,陈红艳小学生数学真实问题解决状况调查.心理发展与教育2003,19(1)

142.刘儒德.基于问题学习对教学改革的启示.教育研究2002(2), 73-77

143.刘儒德,陈红艳.小学生数学观调查研究.心理科学2002,25(2)194-197

144.刘儒德,邓利.小学生语文观调查研究.心理发展与教育2002,18(1)54-58

145.刘儒德,陈琦,David.多媒体互动插图对科学说明文学习的影响.应用心理学20028(2)39-44

146.刘儒德.大学生的学习观.高等教育研究2002 , 23(4), 74-78

147.刘儒德.陈琦,英国的ICT教育.全球教育展望2002 , 31(6), 28-32

148.刘儒德.英国的教师培训管理体制与机制.外国教育研究2002 , 29(7), 57-59

149.刘儒德.利用基于问题学习模式改革本科教学的一项行动研究.高等师范教育研究2002 , 14(3)49-54

150.刘儒德.分合衰兴,渐入佳境:教育心理学这一百年—onthegopto.com百年来对教育心理学的贡献.高等师范教育研究2002 , 14(4)38-43

151.刘儒德,倪男奇.论学生的科学本质观.比较教育研究2002, (8), 7-11

152.刘儒德.基于问题学习在中小学的应用.华东师范大学学报(教科版)2002(2)22-30

153.仲晓波,陈琦,刘儒德.子目标对问题解决思路形成的影响.教育研究与实验2002 , (3), 41-44

154.刘儒德.问题式学习:一条集中体现建构主义思想的教学改革思路.教育理论与实践2001 , (5), 53-56

155.刘儒德.论建构主义学习迁移观.onthegopto.com学报(社科版)2001(4)106-112

156.刘儒德,陈琦.不同情境下临场自我调节学习活动对学习结果的中介影响.心理学报2000, 32(2), 197-202

157.刘儒德关于香港信息技术教育应用中师资准备状况的调查研究.心理发展与教育2000,16(3)36-41

158.刘儒德,陈琦.学习任务要求与时间压力对实际自我调节学习活动的影响.心理科学2000,23(6)655-658

159.刘儒德.多媒体环境下元认知过程的研究.心理学动态2000(4), 1-5

160.刘儒德.批判性思维的意义和内涵.高等师范教育研究2000 , 12(1), 56-61

161.刘儒德.论认知灵活性理论.onthegopto.com学报(社科版)1999(5)61-66

162.刘儒德,陈琦.多媒体环境下学习目标与时间限制对自我调节学习过程的影响.心理发展与教育1999,15(2),32-37

163.刘儒德.一种新建构主义-认知灵活性理论.心理科学1999,22(3),360-361

164.刘儒德,陈琦.计算机整合于教育:作为学习对象、学习工具和教学工具.电化教育研究1999,79(11),42-44

165.刘儒德.论有关计算机辅助教学效果的研究.心理学报1998, 30(1), 113-120

166.刘儒德CAI下小学低年级学生学习控制水平与元认知监控水平的关系.心理学报1997, 29 (2)166-171

167.刘儒德.论学习策略的实质.心理科学1997, 20(2)179-181

168.刘儒德.在CAI下即时提示解题过程对小学三年级学生建构两步应用题整体结构的影响.心理发展与教育1997, 13(2)18-23

169.刘儒德.信息技术于教育整合的进程.高等师范教育研究1997, 9(3), 18-23

170.刘儒德.影响计算机辅助课堂教学效果的因素.中国电化教育1997, 116(3), 5-10

171.刘儒德.开展计算机辅助课堂教学应注意的问题.电化教育研究1997(专辑), 127-131

172.刘儒德.温斯坦标准化学习策略量表简介.心理发展与教育1996, 12(2)26-28

173.刘儒德.论解决问题过程的模式.onthegopto.com学报(社科版)1996(1), 22-29

174.刘儒德.计算机在学校中应用的未来展望.中国电化教育1996, 115(8), 11-14

175.刘儒德.批判性思维及其教学.高等师范教育研究1996 , 8(8), 62-67

176.陈琦,刘儒德CAI软件类型与学生变量的关系的研究。心理发展与教育1995,11(3)1-6

177.陈琦,刘儒德CAI个别辅导与操练和练习模式在小学二年级数学教学中的应用研究.onthegopto.com学报(社科版)1994, 131(1)37-43


出版图书

1.陈琦,刘儒德.教育心理学.北京:高等教育出版社,2020

获普通高等教育“十一五”国家级教材

2.刘儒德.教育心理学:原理与应用.北京:中国人民大学出版社,2019. (ISBN9787300272122)

3.陈琦,刘儒德.当代教育心理学(第3版).北京:onthegopto.com出版社,2019

获普通高等教育“十一五”“十二五”国家级教材

4.陈琦,刘儒德.简明教育心理学.北京:高等教育出版社,2019

5.刘儒德.教育心理学(职业教育).北京:onthegopto.com出版社,2019

获职业教育“十一五”国家级教材

6.刘儒德.教育中的心理效应(第二版).上海:华东师范大学出版社,2013

入选《中国教育报》2013年度教师喜爱的100本书.

经教育部基础教育课程教材发展中心审定,入选“2014年中小学图书馆(室)推荐书目.

7.刘儒德.提高学业成绩的6个策略:来自心理学的建议。上海:华东师范大学出版社,2013.

8.刘儒德.高效实用的记忆策略:来自心理学的建议。上海:华东师范大学出版社,2013.

经教育部基础教育课程教材发展中心审定,入选“2014年中小学图书馆(室)推荐书目.

9.姜聚省,刘儒德.宝宝你在想什么?上海:华东师范大学出版社,2014.

10.陈琦,刘儒德.教育心理学(第二版).北京:高等教育出版社,2011

获得普通高等教育“十一五”国家级教材.

11.刘儒德.学习心理学.北京:高等教育出版社,2010.

获得2011年北京市精品教材。

12.刘儒德.班主任工作中的心理效应.北京:中国轻工业出版社,2013

13.刘儒德.自我激励.北京:onthegopto.com出版社, 2010.

14.刘儒德.自我管理.北京:onthegopto.com出版社, 2010.

15.刘儒德.高效学习.北京:onthegopto.com出版社, 2010.

16.刘儒德.巧妙记忆.北京:onthegopto.com出版社, 2010.

17.刘儒德.成功考试.北京:onthegopto.com出版社, 2010.

18.陈琦,刘儒德.当代教育心理学(第二版).北京:onthegopto.com出版社,2007

获普通高等教育“十一五”国家级教材、高等教育精品教材,获普通高等教育“十二五”国家级教材.

19.刘儒德.教育中的心理效应.上海:华东师范大学出版社,2006

经全国教师教育课程资源专家委员会审定,入选“全国教师教育优秀课程资源.

经教育部基础教育课程教材发展中心审定,入选“2006年中小学图书馆(室)推荐书目.

20.陈琦,刘儒德.教育心理学.北京:高等教育出版社,2005

21.刘儒德.探究学习与课堂教学.北京:人民教育出版社,2004

22.刘儒德.信息技术与课程整合.北京:人民教育出版社,2004

23.陈琦,刘儒德.教育心理学:原理与应用,安徽:安徽教育出版社,2003

24.陈琦,刘儒德,张建伟.教育心理学,北京:高等教育出版社,2001

25.陈琦,刘儒德.当代教育心理学.北京:onthegopto.com出版社,1997

26.刘儒德.教学软件的选用和评价.北京:人民邮电出版社,1997

27.陈琦,刘儒德.信息技术教育应用.北京:人民邮电出版社,1997

28.Rom Harre.他们改变了心理学—50位杰出的心理学家.刘儒德.上海:华东师范大学出版社, 2007


其他


社会工作

中国心理学会教育心理学专业委员会主任

教学工作

本科生:教育心理学

硕士与博士研究生:教育心理学理论建构与研究设计



学生指导

学术硕士研究生

1998李剑鲁

1999

2000倪男奇

2001陈红艳,邓利,李云芳

2002涛,周蕾,程铁刚

2003敏,王瑶,柴松针,赵

2004娟,刘治刚,牛文佳,张再青

2005曾美艳,黄凯平,张立松

2006

2007李文君高振华

2008孙洋洋

2009

2010

2011刘林澍余云涛

2012邸妙词

2013庄红娟牟晓红

2014郭明佳

2015蒋舒阳

2016

2017金芳凯

2019吴家义

2020金欣园

2021林静敏

2022陈延妍


专业硕士与教育硕士研究生

2011邵红云

2012何伊丽

2013马雪莹

2014王若伟

2015李潇潇樊颖颖李蓉娟郭剑宇王彦鹏

向海蓉刘亚静肖岚方

2016崔莹莹江翠红李俊巍彭文晶任芯然佟会敏吴婷婷

2017向志圆洪建景

2018张少云唐邺宁

2019井园园李卉子黄玉蕾

2020胡晓彦


学术博士研究生

2005杨伊生朱凌云

2006

2007宋灵青

2008高丙成和美君

2009

2010沈彩霞韩婷婷(美国韦恩州立大学1年)

2011钦(联合培养:美国罗切斯特大学1年)

2012乐(联合培养:美国哈佛大学1年)

2013

2014

2015

2016江荣焕(联合培养:美国哈佛大学1年)

2017付馨晨(联合培养:美国斯坦福大学1年)

2018蒋舒阳(联合培养:美国哈佛大学1年)

2019伟(联合培养:美国哈佛大学1年)

2020杨先通(联合培养:美国哈佛大学1年)

2021丁子恩

2022


教育博士研究生

2021张婷婷晓红刘金哲


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