首页 | 师资队伍 | 专任教师

李虹副教授

电话:

E-mail:psy.lihong@bnu.edu.cn

研究方向:汉语儿童早期语言能力的发展与促进、汉语发展性阅读障碍儿童的鉴别与矫治、汉语儿童批判性思维的发展与促进。

个人履历

学习进修经历:
2014.08 — 2015.08 美国Vanderbilt大学Peabody学院  访问学者
2014.02 — 2014.07 芬兰Jyväskylä大学Agora研究中心  访问学者
2013.04 — 2013.05 美国西肯塔基大学教育与行为科学学院  访问学者
2012.10 — 2012.11 芬兰Jyväskylä大学Agora研究中心  访问学者
2007.09 — 2007.12 芬兰Jyväskylä大学心理系  访问学者
2003.09 — 2006.07 北京师范大学心理学院(舒华教授) 心理学  博士
2002.10 — 2003.01 美国Illinois大学教育心理学院  访问学者
2000.09 — 2003.07 北京师范大学心理学院(伍新春教授) 发展与教育心理学 硕士
1996.09 — 2000.07 北京师范大学 心理系  基础心理学 学士


工作经历:
2011.08 — 至今       北京师范大学心理学院   副教授
2006.08 — 2011.08    北京师范大学心理学院   讲师

科学研究

研究课题:
1.(2016-2017)教育部在线教育研究中心项目:基于互联网的落后儿童阅读辅导模式研究(项目号2016YB113),主持人,6万。
2. (2015-2018)国家社会科学基金重大项目:儿童阅读障碍的认知机制及其干预研究(项目号:14ZDB157),总额80万,子课题负责人。
3. (2015-2017)香港GRF基金Phonological awareness and reading development in Chinese children: The approach of computer-assisted GraphoGame intervention. (项目号:18404014),888,356港币,参与。
4. (2015-2017)香港GRF基金Unfolding the role of morphological awareness in word learning of Chinese children Hong Kong Research Grant Council General Research Fund (项目号:18404114) ,总额711,004港币,参与。
5. (2014-2017)北京师范大学心理学院教师科研项目:汉语阅读障碍儿童的在线测评和自适应训练(项目号:BNUPSY2014007) ,主持人,10万。
6. (2014-2014)KONE Centennial Foundation: Pinyin GraphoGame in the Mobile Library, 主持人,4550欧元。
7. (2013-2017)欧盟居里夫人基金研究者国际交流项目:Early identification and prevention of reading problems in alphabetic and semanto-phonetic writing environments (PIRSES-GA- 2013-612663) ,总额96600欧元,中方负责人。
8. (2012-2014)教育部哲学社会科学重大课题攻关项目:学生语言能力发展研究(项目号:11JZD041),总额80万,子课题负责人。
9. (2011-2013)教育部新世纪优秀人才支持计划:汉语儿童语素意识的结构及其在阅读发展中的作用——来自追踪和比较的证据(项目号:NCET-10-0246),参与。
10. (2011-2013)北京师范大学学科基础课程建设项目:心理学研究方法(多因素实验设计)(项目号:10-02-33),参与。
11. (2011-2012)横向合作课题:汉语儿童语素意识的萌芽与发展(项目号:QX2011-010),主持人,1.2万元。
12. (2010-2013)教育部人文社会科学研究青年基金项目:从矫治走向预防:阅读障碍的早前鉴别与干预(项目号:10YJCXLX020),主持人,7万元。
13. (2010-2012)北京师范大学自主科研基金资助项目:儿童阅读发展轨迹及其亚类型,主持人,5万元。
14. (2010-2011)中美横向合作课题:Morphological Awareness and Learning Compound Words in Chinese and English,中方主持人,5千美元。
15. (2009-2011)国家自然科学基金项目:汉语发展性阅读障碍的认知缺陷及其感知和遗传生理基础研究(项目号:30870758)
16. (2007-2008)北京师范大学教学建设与改革项目:知觉与模式识别,主持人,0.3万元。
17. (2006-2009)教育部人文社会科学研究专项项目:整合分享阅读与词素意识教学加速培养儿童自主阅读能力(项目号:06JDXLX006),主持人,自筹3万元。
18. (2006-2009)中加横向合作课题:Development of strategies in learning to read Chinese,中方主持人,5千加币。
19. (2006-2008)北京师范大学青年科学基金:汉语发展性阅读障碍儿童的学习能力缺陷,主持人,1.2万元。
20. (2005-2007)国家自然科学基金项目:汉语儿童阅读发展与阅读障碍的早期预测(项目号:30470574),参与。
21. (2005-2006)顾明远教育研究发展基金:汉语发展性阅读障碍儿童的学习能力缺陷,主持人,0.3万元。
22. (2002-2003)北京师范大学和香港中文大学教育及社会科学应用研究:分享阅读有效性及其影响因素研究,主持人,0.1万元。


研究成果:
英文学术论文
1. Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T. P., Zheng, M., Zhao, Y., & Sun, P. (Accepted). Growth of compounding awareness predicts reading comprehension in Chinese children: A longitudinal study from Grade 1 to Grade 2. Reading Research Quarterly
2. Li, H., Zhang, J., Ehri, L., Chen, Y., Ruan, X., & Dong, Q. (Accepted). The role of orthography in oral vocabulary learning of Chinese children. Reading & Writing. DOI 10.1007/s11145-016-9641-0
3. Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., Li, H., & Shu, H. (Accepted). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-Year longitudinal study. Developmental Science.1-10.
4. Zhang, J., Li, H., Dong, Q., Xu, J. & Sholar, E. (2016). Implicit Use of Radicals in Learning Characters for Nonnative Learners of Chinese. Applied Psycholinguistics. 37(3):507-527.
5. Cheng Y., Zhang J., Li H., Ding, F., Nguyen-Jahiel K., Anderson R., Shu H., Wu X. (2015). Moving from recitation to open-format literature discussion in Chinese classrooms. Instructional Science, 42(6):643-664.
6. Song, S., Su M., Kang, C., Liu H., Zhang, Y., McBride-Chang, C., Tardif, W., Li, H., Liang, W., Zhang, Z., & Shu, H. (2015) Tracing children’s vocabulary development from preschool through the school-age years: an 8-year longitudinal study, Developmental Science, 18(1): 119-131.
7. Xue, J., Shu, H., Li, H., Li, W., Tian, X. (2013). The stability of literacy- related cognitive contributions to Chinese character naming and reading fluency, Journal of Psycholinguistic Research, 42, 433-450.
8. Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., Liang, W., & Zhang, Z. (2013). Phonological skill and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology. 49(4), 665-671.
9. Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese Children’s Character Recognition: Visual-orthographic, Phonological Processing, and Morphological Skills. Journal of Research in Reading. 35(3): 287-307. (SSCI) doi: 10.1111/j.1467-9817.2010.01460.x
10. Zhang, Y., Li, J., Tardif T., Burmeister, M.,Villafuerte, S. M., McBride-Chang, C., Li, H., Shi, B., Liang, W., Zhang, Z. Shu. H. (2012) Association of the DYX1C1 dyslexia susceptibility gene with orthography in the Chinese population. PLoS ONE 7(9): e42969. doi:10.1371/journal.pone.0042969
11. Cong, F., Huang, Y., Kalyakin, I., Li, H., Huttunen-Scott, T., Lyytinen, H., Ristaniemi, T. (2012). Frequency-response-based Wavelet Decomposition for Extract Children's Mismatch Negativity Elicited by Uninterrupted Sound, Journal of Medical and Biological Engineering. 32(3), 205-213.
12. Lam, K., Chen, X., Geva, E., Luo, Y. & Li, H. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study. Reading and Writing. 25(8): 1847-1872.
13. Cong, F., Kalyakin, I., Li, H., Huttunen-Scott, T., Huang, Y., Lyytinen, H., & Ristaniemi, T. (2011). Answering Six Questions in Extracting Children’s Mismatch Negativity through Combining Wavelet Decomposition and Independent Component Analysis. Cognitive Neurodynamics, 5(4): 343-359. (SCI)
14. Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, & Li, H. (2011). What's in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4): 897-908.
15. Luo, Y., Chen, X., Deacon, S. H., Li, H. (2011). Development of Chinese orthographic processing: a cross-cultural perspective. Wring System Research,3(1),69-86.
16. Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen L., Tardif, T., Liang, W. Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry. 52(2), 212-220. (SSCI)  doi:10.1111/j.1469-7610. 2010.02311.x
17. Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science. 21(8), 1117-1122.
18. Cong, F., Kalyakin, I., Huttunen-Scott, T., Li, H., Lyytinen, H., & Ristaniemi, T. (2010). Single-trial based independent component analysis on mismatch negativity in children. International Journal of Neural Systems. 20(4), 279-292. (SCI)
19. Zhang, J., Anderson, R. C., Li, H., Dong, Q., Wu, X., & Zhang, Y. (2010). Cross- language transfer of insight into the structure of compound words. Reading and Writing, 23(3-4), 311-336. (SSCI)
20. Li, H., Shu, H., McBride-Chang, C., Liu, H. & Xue, J. (2009). Paired associate learning in Chinese children with dyslexia. Journal of Experimental Child Psychology, 103(2), 135-151. (SSCI) doi:10.1016/j.jecp.2009.02.001
21. Wu, X. , Anderson, R. C. , Li, W., Wu, X., Li, H., Zhang, J. Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., Yin, L., He, Y., Packard, L., & Geffney, J. S. (2009). Morphological Awareness and Chinese Children’s Literacy Development: An Intervention Study. Scientific Studies of Reading, 13(1), 26-52. (SSCI)
22. Packard, J. L. , Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit Instruction in Orthographic Structure and Word Morphology Helps Chinese Children Learn to Write Characters. Reading and Writing, 19(5), 457-487. (SSCI)

中文学术论文
1. 李宜逊,肖林清,张洁,李虹,刘翔平(已接受)汉字结构特点和出现次数在儿童字形学习中的作用,心理科学(CSSCI)
2. 周雪莲,程亚华,李宜逊,韩春翔,李虹(已接受)朗读流畅性在儿童阅读发展中的预测作用,心理发展与教育(CSSCI)
3. 丁凤姣,程亚华,张洁,李宜逊,李虹 (2016) 协作推理讨论对小学生论证技能的促进, 课程 教材 教法, (3), 108-113. (CSSCI)
4. 阮氏芳,李虹,伍新春,孙鹏. (2016) 汉语作为第二语言的越南大学生汉字部件意识的发展,心理与行为研究,14(1), 20-26. (CSSCI)
5. 高欣羽,程亚华,李虹,张洁,丁凤姣,Kim Nguyen-Jahiel,Richard C. Anderson,舒华,伍新春,郑明璐,崔彦梅. (2015) 小学生领导力萌芽与发展的实证研究. 心理科学,38(3), 612-617. (CSSCI)
6. 陈钰,李虹,张洁,阮晓彤,饶夏溦,伍新春. (2014) 书面字形在汉语低年级儿童口语词汇学习中的作用. 心理发展与教育, 30(6), 616-623. (CSSCI)
7. 郑明璐,伍新春,李虹,程亚华. (2014) 协作推理讨论——培养“集体智慧”的课堂教学模式. 教育学报 (2), 58-64. (CSSCI)
8. 董琼,李虹,伍新春,饶夏溦,朱瑾. (2014) 语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据. 心理与行为研究, 12(2), 207-211. (CSSCI)
9. 董琼,李虹,伍新春,饶夏溦, 朱瑾. (2013) 语素意识对学前儿童言语技能发展的预测作用:追踪研究的证据. 心理发展与教育, 29(2), 147-151. (CSSCI)
10. 董琼,李虹,伍新春,潘敬儿,张玉平,阮氏芳. (2012) 汉语发展性阅读障碍儿童的阅读相关认知技能缺陷. 中国临床心理学杂志,20(6), 798-801, 764. (CSSCI)
11. 史冰洁, 李虹,张玉平, 舒华. (2011) 部件特征和正字法意识在儿童汉字书写发展中的作用. 心理发展与教育, 27(3), 297-303.  (CSSCI)
12. 李虹,伍新春,张洁,郑秋,朱瑾. (2011) 不同阅读形式下拼音对儿童汉字学习和阅读动机的长期影响. 心理科学, 34(2), 367-370. (CSSCI)
13. 李虹, 饶夏溦, 董琼, 朱瑾, 伍新春. (2011) 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育,27(2), 158-163. (CSSCI)
14. 李虹,伍新春,张洁,郑秋,朱瑾. (2010) 不同形式的阅读干预在儿童读写能力发展中的作用. 心理与行为研究,8(4),263-267. (CSSCI)
15. 李虹,伍新春,张洁,郑秋,朱瑾. (2010) 不同形式分享阅读对儿童字词学习和阅读动机的长期影响. 教育学报 (5),89-95. (CSSCI) (被中国人民大学书报资料中心《复印报刊资料》收录,2011年第1期,12-18)
16. 李虹,舒华. (2009). 学前和小学低段不同识字量儿童的认知能力比较. 心理发展与教育, 25(3), 1-8. (CSSCI) (被中国人民大学书报资料中心《复印报刊资料》收录,2009年第12期,57-65)
17. 李虹,舒华. (2009). 阅读障碍儿童的语言特异性认知缺陷. 心理科学, 32(2), 301-303. (CSSCI)
18. 李虹,舒华. (2009). 配对联想学习缺陷——探索阅读障碍的新视角. 中国特殊教育, (9), 54-58. (CSSCI)
19. 李虹,董琼,朱瑾,刘俊娉,伍新春. (2009). 语素意识在学前儿童言语技能发展中的作用. 心理科学, 32(6), 1291-1294. (CSSCI)
20. 伍新春,李虹,刘振宏. (2009). 注音方式与教学形式在儿童课堂汉字学习中的作用. 心理与行为研究, (3), 166-170. (CSSCI)
21. 李虹. (2008). 整合分享阅读与词素意识教学加速培养幼儿自主阅读能力. 幼儿教育, 17, 32-33.
22. 李虹, 舒华, 薛锦, 杨剑峰. (2008). 阅读障碍儿童的技能自动化能力. 心理发展与教育, 24(1), 101-105. (CSSCI) (被中国人民大学书报资料中心《复印报刊资料》收录,2008年第5期,63-67)
23. 彭虹, 梁卫兰, 张致祥, 李虹, 舒华, Tardif T., Fletcher P. (2007). 汉语阅读障碍高危儿童的早期筛选. 心理发展与教育, 23(3), 89-92. (CSSCI)
24. 李虹, 彭虹, 舒华. (2006). 汉语儿童正字法意识的萌芽与发展. 心理发展与教育, 22(1), 35-39. (CSSCI) (被中国人民大学书报资料中心《复印报刊资料》收录,2006年第5期,58-61)
25. 李虹, 舒华, 彭虹, 雷霖, 刑爱玲. (2006). 配对联想学习能力和语音意识在汉语儿童早期阅读中的作用. 心理科学, 29(3), 546-549. (CSSCI)
26. 伍新春, 李虹. (2004). 分享阅读——分享孩子成长的快乐. 上海托幼, (2), 14-17.
27. 伍新春, 李虹, 舒华, Anderson, R. C., 李文玲. (2002). 拼音在儿童分享阅读中的作用. 心理科学, (5), 548-552. (CSSCI)
28. 伍新春, 张洁, 舒华, 李虹, Anderson, R. C., 李文玲. (2002). 拼音在儿童课外阅读中的作用, 心理发展与教育, (3), 49-54. (CSSCI)

出版著作
1. Lyytinen, H., Erskine, J., Li, Y., Su, M., & Li, H*. (in press). Trajectories of reading development and early identification and prevention of difficulties of reading acquisition: evidence from longitudinal study in Finland and China. In W., Li, & H., Shu (Eds.). Book Series: Research on Children's Reading. Beijing Normal University.
2. Li, H*., Li, Y., De, X., & Lyytinen, H. (in press). The role of GraphoGame in pinyin learning for Chinese children. In W., Li, & H., Shu (Eds.). Book Series: Research on Children's Reading. Beijing Normal University.
3. Lyytinen, H., Aro, M., Erskine, J., Li, H., Richardson, U., & Shu, H. (in press). Acquisition of reading in different writing environments and the developmental factors and courses that increase risk of compromised learning. In James D. Wright (Eds.). International Encyclopedia of Social and Behavior Sciences, Second edition. Elsevier Ltd.
4. Chen, X., Anderson, R. C., Li, H., & Shu, H. (2014) Development of strategies in learning to read Chinese. In X. Chen, L. Wang, and Y. Luo (Eds.). ISBN 978-94-007-7380-6, Reading development and difficulties in monolingual and bilingual Chinese children. Springer Literacy Studies Series.
5. Shu, H. & Li, H. (2012). Typical and dyslexic development in learning to read Chinese. In Taeko N. Wydell (Ed.). Dyslexia- A Comprehensive and International Approach, ISBN: 978-953-51-0517-6, InTech, Available from: http://www.intechopen.com/books/dyslexia-a-comprehensive-and-internationalapproach/typical-and-dyslexic-development-in-learning-to-read-chinese
6. Yan, M., Miller, K. F., Li, H., Shu, H. (2008). What is the place for Pinyin in beginning Chinese reading? Evidence from eye movements. In Bayner, K. Shen, D., Bai, X., Yan, G. (Eds). Cognitive and cultural influences on eye movements. Tianjin: Tianjin People’s Publishing House.
7. M. V. Covington & K. M. Teel 著,伍新春、郑秋、李虹、朱瑾 译(2002):《学习障碍的消除策略》(Overcoming student failure: Changing motives and incentives for learning),北京:中国轻工业出版社。

学术交流:
特邀报告
1. Linguistic universality and specificity of reading difficulties: evidence from Chinese, Invited keynotes speech at Research Forum of Learning Difficulties, University of Jyväskylä, May, 2014, Jyväskylä, Finland
2. Linguistic universality and specificity in reading development: evidence from Chinese as a first and second language. City University of New York, April 2013, New York, U.S.A.
3. Linguistic universality and specificity in reading development: evidence from Chinese. Western Kentucky University, April 2013, Bowling Green, KY, U.S.A.
4. Learning Chinese: psycholinguistics insights and effective classroom practices. Western Kentucky University, April 2013, Bowling Green, KY, U.S.A.
5. Psychological issues concerning learning to read Chinese. University of Jyväskylä, Octorber 2007, Jyväskylä, Finland

学术会议报告
1. Li, Y., Li, H*., Richardson, U., & Lyytinen, H. (July 2016). Early identification of poor readers and preventive training in Chinese using Pinyin Graphogame: results from disadvantaged children in Mainland. Poster presented at The 31th International Congress of Psychology (ICP), Yokohama, Japan.
2. Li, Y., Xiao, L., Zhang, J., & Li, H*. (July 2016). Orthographic Learning During Stories Reading Aloud of Chinese Children. Poster presented at The 23th Society for the Scientific Study of Reading Annual Meeting (SSSR), Porto, Portugal.
3. Li, H*., Zhang, J., Xiao, L., & Li, Y. (July 2016). Transparent Semantic Radicals Facilitate Orthographic Learning in Chinese. Oral presented at The 23th Society for the Scientific Study of Reading Annual Meeting (SSSR), Porto, Portugal.
4. Li, H., Li, Y., Lyytinen, H., & Richardson, U. Preventive training of poor readers with Pinyin Graphogame in poor areas.第四届反贫困与儿童发展国际研讨会暨亚太儿童早期发展2015年会。中国,北京:2015
5. Li, H. Li, Y., De, X., Richardson, U., & Lyytinen, H. (2013). Early identification of poor readers and preventive training in Chinese using Pinyin Graphogame: results from a pilot study in mainland. Paper oral presented at The 20th Society for the Scientific Study of Reading Annual Meeting(SSSR), Hong Kong.
6. Nguyen, T. P., Wu, X., & Li, H. (2013). Development of Semantic Radical Awareness in Vietnamese Students Learning Chinese as a Second Language. Paper oral presented at The 20th Society for the Scientific Study of Reading Annual Meeting(SSSR), Hong Kong.
7. Zhang J., Li, H., Niu C., Chen Y., Dong Q, Ejike, C. (2013). Pinyin Orthographic Facilitation in Oral Vocabulary Learning in Chinese as a Second Language. Paper oral presented at The 20th Society for the Scientific Study of Reading Annual Meeting(SSSR), Hong Kong.
8. Li, H., Li, Y., Chen, L., De, X., Richardson, U., & Lyytinen, H. (2013). Empirical study on the effectiveness of training with Pinyin Graphogame in China. BNU-JYU Joint Symposium: Early development and intervention of reading, May, Beijing.
9. Cheng, Y., Li, H., Zhang J., Ding, F., Shu H., Wu X., Nguyen-Jahiel K., Anderson R.(2013).Influence of Collaborative Reasoning Discussions on Reading Comprehension of Chinese Children. Paper oral presented at the 2013 Annual Meeting of American Educational Research Association (AERA), San Francisco, U.S.A.
10. Li, H., Chen, Y., Zhang, J, Ruan, X. & Dong, Q. (2012). Does writing symbol facilitate oral vocabulary learning of Chinese children? Paper oral presented at the 19th annual conference for the Society for the Scientific Studies of Reading (SSSR), Montreal, Canada.
11. Zhang, J., Dong, Q., Li, H., Sholar, E., & Xu, J. (2012). Can nonnative learners of Chinese use radical information to learn Chinese characters? Paper oral presented at the 19th annual conference for the Society for the Scientific Studies of Reading (SSSR), Montreal, Canada.
12. Cheng, Y., Ding, F., Li, H., Zhang, J., & Nguyen-Jahiel, K. (2012). Influences of collaborative reasoning discussions on reading comprehension of Chinese children. Paper oral presented at the 22nd annual conference for the Society for Text & Discourse (STD), Montreal, Canada.
13. Li, H., Shu, H., McBride-Chang, C., Xue, & J. Liu, H. (2008) Paired associate learning in Chinese children with dyslexia. Poster presented at the 29th International Conference of Psychology (ICP), Berlin, Germany.
14. Li, H., Shu, H., Xue, J., & Yang, J (2007). Evidence for implicit serial reaction time learning in Chinese dyslexia. Paper presented at the 2nd RIKEN BSI and Oxford-Kobe International Symposium, Kobe, Japan.
15. 董琼、张洁、李虹、伍新春、张艳.构词意识在五年级学生中英文阅读能力发展中的作用。中国心理学会第十一届全国心理学学术会议小组报告。开封,河南:2007。
16. 李虹、舒华、Catherine McBride-Chang、刘红云、彭虹. 影响汉语儿童阅读能力发展的认知能力研究。 中国心理学会第十一届全国心理学学术会议小组报告。开封,河南:2007。
17. 薛锦、舒华、李虹、周峰英、张玉平。 RAN对阅读发展的选择性预测作用——来自横断研究的证据. 开封,河南:2007。 
18. Li, H., Shu, H., & Peng, H. (2005) The role of phonological awareness, morphological awareness, and naming speed in learning to read Chinese. Paper oral presented at the11th International Conference on Processing Chinese and Other East Asian Languages, Hong Kong.
19. 李虹、舒华、彭虹、雷霖、刑爱玲. 配对联想学习能力和语音意识在汉语儿童早期阅读中的作用。中国心理学会第十届全国心理学学术会议宣读论文。上海:2005。
20. Chen, X., Li, H., Shu, H., & Anderson, R. C. (2004) Children's use of phonological information in families of Chinese characters. Paper oral presented at the 28th International Conference of Psychology (ICP2004), Beijing, China.
21. Wu, X, & Li, H. (2004) Effectiveness and influencing factors of shared-book reading. Paper oral presented at the 28th International Conference of Psychology (ICP2004), Beijing, China.
22. Zhu, J., Wu, X., Li, H., Zhang, J., Liu, Z.(2004) The role of pinyin in the Chinese children’s reading. Paper oral presented at the 28th International Conference of Psychology (ICP2004), Beijing, China.
23. 伍新春、李虹:分享阅读的有效性及其影响因素的实验研究。中国心理学会教育心理专业委员会2003年全国学术研讨会主题演讲。武夷山,福建:2003。
24. 朱瑾、伍新春、李虹、张洁、刘振宏:拼音在儿童早期阅读中的作用。中国心理学会教育心理专业委员会2003年全国学术研讨会交流论文。武夷山,福建:2003。
25. 伍新春、李虹:分享阅读的有效性及其影响因素的实验研究。中国阅读学研究会第八届全国学术研讨会宣读论文。常熟,江苏:2003。
26. 朱瑾、伍新春、李虹、张洁、刘振宏:拼音在儿童早期阅读中的作用。中国阅读学研究会第八届全国学术研讨会宣读论文。常熟,江苏:2003。
27. 伍新春、李虹:拼音在儿童分享阅读中的作用。中国心理学会第九届全国心理学学术会议宣读论文。广州:2001。
28. 伍新春、李虹:学习理论的演变与教学改革。中国心理学会教育心理专业委员会1999年全国学术研讨会交流论文。武昌:1999。

 

教学工作

课程讲授
2016.03 — 2016.07 认知心理学(2014 级辅修,3学时/周)
2016.03 — 2016.07 多因素实验设计(2013级本科,3学时/周)
2015.09 — 2016.01 认知心理学(2013级辅修,3学时/周)
2013.03 — 2013.07 多因素实验设计(2010级本,3学时/周)
2013.03 — 2013.07 认知心理学(2011级辅修,3学时/周)
2012.03 — 2012.07 多因素实验设计(2009级本,3学时/周)
2012.03 — 2012.07 认知心理学(2010级本,2学时/周)
2011.09 — 2012.01 认知心理学(2010级专升本,4学时/周)
2011.03 — 2011.07 心理学研究方法(2008级本,3学时/周)
2011.03 — 2011.07 认知心理学(2009级辅修,3学时/周)
2010.09 — 2011.01 认知心理学(2008级本,3学时/周)
2010.03 — 2010.07 认知心理学(2009级专升本,4.5学时/周)
2009.03 — 2009.07 教育心理学(公共课,2学时/周)
2008.09 — 2009.01 认知心理学(2006级本,3学时/周)
2008.03 — 2008.07 认知心理学(2006级夜大,4.5学时/周)
2007.03 — 2007.07 大学心理学(公共课,3学时/周)
2006.09 — 2007.01 认知心理学(2005级夜大,4.5学时/周)

社会工作

学术兼职:
中国教育学会学校教育心理学分会理事兼副秘书长


期刊评审:
Educational Psychology Review
Journal of Research in Reading
Reading Research Quarterly
Reading and Writing: An Interdisciplinary Journal
Writing System Research
心理学报
心理发展与教育
心理科学

其他

荣誉奖励:
2014.05北京师范大学京师英才奖励项目  一等奖
2013.09 北京师范大学京师英才奖励项目  一等奖
2012.09北京师范大学教学成果奖:心理学研究方法课程建设与改革 一等奖 (本人排序第二)
2012.12 北京师范大学第十一届励耘奖学基金优秀青年教师奖  二等奖
2012.04 北京师范大学京师英才奖励项目  一等奖
2008.11 北京师范大学抗震救灾优秀工作者
2008.01 北京师范大学首届多媒体教学软件比赛  二等奖
2007.12 北京师范大学优秀辅导员


学生指导:
2016届:硕士:周雪莲;学士:黄珊
2015届:硕士:韩春翔
2014届:学士:陈柳、郑晁翼、李云霞
2013届:学士:肖林清、龙艳、马秀萍
2012届:硕士:阮氏芳(协助伍新春教授指导);学士:丁凤娇(校级优秀毕业论文)、高欣羽、阮晓彤、陈钰、崔志祺
2011届:硕士:饶夏溦(协助伍新春教授指导)
2010届:硕士:刘俊娉(协助伍新春教授指导);学士:闫超、钟睿
2009届:硕士:董琼(协助伍新春教授指导);学士:颜媞

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