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    SANG Guoyuan Professor
    Institute of Curriculum and Pedagogy
    Email：guoyuan.sang@bnu.edu.cn
    Address：

    Prof. Guoyuan Sang is a full professor in the Institute of Curriculum and Instruction, Faculty of Education at Beijing Normal University. He is the Chief Expert of UNESCO-INRULED. He has been listed in the Most Cited Chinese Researchers ranking during 2014-2023.


    He gained his PhD in educational science from Ghent University of Belgium. His research interests are: teacher education, project-based learning, ICT integration, teaching and learning theory, and educational anthropology. He published more than 60 research papers on teacher beliefs, teacher cognitions, and ICT integration etc. in SSCI (in English) & CSSCI (in Chinese) journals such as Computers and Education, Journal of Computer Assisted Learning, and Asia-pacific Journal of Teacher Education. He published and co-authored 11 books. He is the principal investigator of several international, national and provincial research projects about teacher education, PBL, ICT integration etc.


    Published books on Project-Based Learning: (1) Project-Based Learning: Teachers’ Handbook (Beijing Normal University Press); (2) 50 Tools for Project-Based Learning (China Renmin University Press); (3) Project-Based Learning for Chinese Subject+ (Jilin University Press); (4) Teachers’ Cases on Project-Based Learning (Jilin University Press); (5) Teenagers’ Internet Media Literacy and Project-Based Learning (Ningbo Press).

     

    Part-time academic positions:

    Chair professor (2019-), Qinghai Normal University 

    Executive member of the council (2019-), Specialty Committee of Educational Anthropology

    National Learning Leadership Specialist (2019-), Project of Asian Development Bank & NAREE International Limited

     

    Education:

    2015-2016. Visiting scholar at Michigan State University.

    2007-2010. Doctoral student in the domain of teacher education. Department of Educational Studies, University of Ghent, Belgium. Dissertation: Teacher characteristics and ICT integration: a study in pre-service and in-service primary education teachers in China (supervisor: Prof. Martin Valcke).

    2004-2010. Doctoral student in the domain of curriculum and instruction. Faculty of Education, Beijing Normal University. Supervisor: Prof. Pei Dina.

    2001-2004. Master student in the domain of educational anthropology. School of Education, Central Minzu University.

    1997-2001. Undergraduate student in the School of Education, Central Minzu University.

     

    Research projects/grants:

    Beijing Municipal Educational Science Planning Project (2019-2022) (BFAA19047). Building and sharing of teaching forces in Beijing. 

    Liang Xiang Primary School, Beijing (2019-2020): PBL, teacher development and school change.

    Lin County, Lv Liang City, Shan Xi Province (2019-2020): Educational planning of 14th Five-year plan 

    Chao Yang District, Beijing (2018-2019): Teachers’ comprehensive literacy and development

    Ghent University, Belgium (2017-2010): Primary school teachers education beliefs in China

    Ministry of Education (2014-2017): Excellent teachers’ development in informationalization age


    Research interests:

    Teacher education

    Educational technology

    Educational anthropology

    Project-based learning

     

    Teaching courses:

    Project-Based Learning

    Education systems, policy and management in China (in English)

    Doctoral research seminar (in English) 

    Academic writing and publishing (in English)

    Research methodology (in English & Chinese)

    Student diversity, educational equity, and teacher education (in Chinese)

    Teacher development: a perspective of educational anthropology (in Chinese)

    An introduction of anthropology (in Chinese)

    Academic English (in English)

     

    Publications:

    SSCI and other indexed journals:

    1. Sang, Guoyuan; Huang, Jiali; Chao, Tzuyang; Ye, Bixin; Muthanna, Abdulghani. Understanding rural school teachers’ professional agency and its relationship to social structure. Educational Studies, 59 1 30-47 2023  

    2. Wang, Kai; Zhu, Chang; Li, Shihua; Sang, Guoyuan. Using revised community of inquiry framework to scaffold MOOC-based flipped learning Interactive learning environments, 31 10 7420-7432 2023  

    3. Muthanna, Abdulghani; Sang, Guoyuan. A conceptual model of the factors affecting education policy implementation. Education Sciences, 13 3 260 2023  

    4. Zhang, Hui; Zhu, Chang; Sang, Guoyuan; Questier, Frederik. Effects of digital media literacy course on primary school students’ digital media literacy: an experimental study. International Journal of Technology and Design Education, 34 2024  

    5. Huang, JiaLi; Sang, Guoyuan; He, Wenjie. Motivation to teach and preparedness for teaching among preservice teachers in China: The effect of conscientiousness and constructivist teaching beliefs. Frontiers in Psychology 14, 2023  

    6. Huang, Jiali; Sang, Guoyuan. Conceptualising critical thinking and its research in teacher education: A systematic review Teachers and Teaching, 29, 2023  

    7. Ngao, Ayubu; Sang, Guoyuan; Tondeur, Jo; Kihwele, Jimmy Ezekiel; Chunga, Jasmin Omary. Transforming Initial Teacher Education Program with Mobile Technologies. A synthesis of qualitative evidences. Digital Education Review, 43 18-36 2023  

    8. Li, Xinlei; Sang, Guoyuan; Valcke, Martin; van Braak, Johan. Computational thinking integrated into the English language curriculum in primary education: A systematic review. Education and Information Technologies, 1-58 2024  

    9. Huang, Jiali; Sang, Guoyuan. Effect of Students’ Perceived Mastery Goal Orientation on Engagement in Chinese Rural Schools: Mediator Role of Grit. The Asia-Pacific Education Researcher, 2024

    10. Ngao, A. I. & Sang, G. (2023). Understanding The Approaches Towards Internationalization of Higher Education in China: a Review. Beijing International Review of Education.

    11. Sang, G. Y., Wang, K., Li, S. H., et al. (2023). Effort expectancy mediate the relationship between instructors’ digital competence and their work engagement: evidence from universities in China. Educational Technology Research & Development.

    12. Saleem, A., Aslam, S., *Sang, G., Dare, P. S.m, Zhang, T. (2023). Education for sustainable development and sustainability consciousness: Evidence from Malaysian universities. International Journal of Sustainability in Higher Education

    13. Muthanna, A. & Sang, G. (2023). A Conceptual Model of the Factors Affecting Education Policy Implementation. Education Sciences

    14. Huang, J. L., *Sang, G.Y., He, W. J. (2023). Motivation for teaching and preparedness to teach among preservice teachers in Frontiers of Psychology.

    15. Qi, Wenhui, Qin, Yuyou, Sang, Guoyuan, Wang, Ning. 2023. Family functioning and learning engagement of junior high school students in rural China: Mediating effect of academic self-efficacy. Educational Psychology.

    16. Hassan, M., Malik, A., *Sang, G., Rizwan, M., Mushtaque, I., & Naveed, S. (2022). Examine the parenting style effect on the academic achievement orientation of secondary school students: the moderating role of digital literacy, Frontiers in Psychology.

    17. Li, Xiaoyan, *Sang, Guoyuan. 2022. Critical review of research on teacher knowledge building: Towards a conceptual framework. Asia-pacific Journal of Teacher Education.

    18. Ntide Pius Dady, G Sang. A qualitative case study of international doctorate students' perceptions of higher education quality in China.

    19. Sang, Guoyuan; Huang, Jiali; Chao, Tzuyang; Ye, Bixin; Muthanna, Abdulghani. 2022. Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure. Educational Studies,1-18.

    20. Wang, Kai; Zhu, Chang; Li, Shihua; *Sang, Guoyuan. 2022. Using revised community of inquiry framework to scaffold MOOC-based flipped learning. Interactive Learning Environments,1-13.

    21. Ngao, Ayubu Ismail; Sang, Guoyuan; Kihwele, Jimmy Ezekiel. (2022). Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program, Education Sciences

    22. Abel, Vincent Ruhogo; Tondeur, Jo; Sang, Guoyuan. 2022. Teacher Perceptions about ICT Integration into Classroom Instruction. Education Sciences

    23. Saleem, Atif; Dare, Philip Saagyum; Sang, Guoyuan. 2022. Leadership styles and the process of organizational change during the pandemic. Frontiers in Psychology

    24. Chipeta, Memory; Sang, Guoyuan. 2021. Como exames nacionais de acesso à educação superior excluem estudantes: o caso da China. Em Aberto,34(12).

    25. Zhang, H. & Sang, G. Effects of a Digital Media Literacy Course on Primary Students’ Digital Media Literacy: An Experimental Study.

    26. Aakreety, Sang Guoyuan* Women’s leadership in higher education management: A review of barriers and strategies.

    27. Huang, Jiali; Deng, Chiyun; Sang, Guoyuan*; Chao, Tzuyang. Self-worth as a Mediator and Moderator between Teacher-Student Relationships and Student Engagement in Rural Schools.

    28. Sang Guoyuan, Huang, Jiali*, Abdulghani Understanding rural school teachers’ professional agency and its relation to social structure.

    29. Sim Sook Mun, Sang Guoyuan* The challenges of Chinese academics in professional lives: a systematic review of qualitative evidence.

    30. Huang Jiali, Sang, Guoyuan. Effect of Teachers’ Mastery Goal Orientation on Student Engagement in Chinese Schools: The Mediating Effect of Grit.

    31. Kihwele, Jimmy; Guoyuan SANG. 2020. Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review. African Journal of Teacher Education, 9, 49-69

    32. Sang, Guoyuan; Zhou, Jun; Muthanna, Abdulghani. 2020. Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China. Journal of Professional Capital and Community.

    33. Opoku, Ernest; Sang, Guoyuan; Liao, Wei. 2020. Examining teacher preparation and on-the-job experience: The gap of theory and practice. International Journal of Research,9(4)75-85.

    34. Spiteri, D., & Sang, G. Y. (2019). A comparison of student teachers’ perceptions of school placement experience in Malta and China. Compare: A Journal of Comparative and International Education, 49(6)888-904.

    35. Teo, T. Sang, G. Y., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments, 27(4), 1-17.

    36. Muthanna, A., & Sang, G. Y. (2019). State of University Library: Challenges and Solutions for Yemen. The Journal of Academic Librarianship, 45(2), 119-125.

    37. Taye, M. Sang, G. Y., & Muthanna, A. (2019). Organizational culture and its influence on the performance of higher education institutions: The case of a state university in Beijing. International Journal of Research, 8(2), 77-90.

    38. Urgamal, L., Taye, M. Muthanna, A., & Sang, G. (2019). A review of secondary school EFL teacher professional development in China. International Journal of Research, 8(2)39-46.

    39. Muthanna, A. & *Sang, G. Y. (2018). Conflict at higher education institutions: factors and solutions for Yemen, Compare: A Journal of Comparative and International Education, 48(2), 206-223, DOI: 10.1080/03057925.2017.1298434

    40. Sang, G. Y., Liang, J. C. Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 19(3), 307-317.

    41. Simpson, A. Sang, G. Y., Wood, J., Wang, Y. & Ye, B.(2018). A dialogue about teacher agency: Australian and Chinese perspectives. Teaching and Teacher Education, 75, 316-326.

    42. Muthanna, A., & *Sang, G. Y. (2018). Brain Drain in Higher Education: Critical Voices on Teacher Education in Yemen. London Review of Education, 16(2), 296-307.

    43. Spiteri, D., & *Sang, G. Y. (2018). A comparison of student teachers’ perceptions of school placement experience in Malta and China. Compare: A Journal of Comparative and International Education, 1-17.

    44. Malik, M. A. Sang, G. Y. & Li, Q. (2017). Chinese University Students' Lack of Oral Involvements in the Classroom: Identifying and Breaking the Barriers. Journal of Research & Reflections in Education (JRRE), 11(2).

    45. Malik, M. A. & Sang, G. Y. (2017). Students’ oral involvement in the Chinese university classroom: A comparison between classes of Chinese and international students. International Journal of Research, 6(1), 19-28.

    46. Sang, G., Tondeur, J., Chai, C.S., and Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education, 44 (1), 49-65

    47. Dong, Y., Chai, C. S., *Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology and Society, 18(1): 158-169.

    48. Muthanna, A., & Sang, G. Y. (2015). Undergraduate Chinese students’ perspectives on Gaokao examination: Strengths, weaknesses, and implication. International Journal of Research Studies in Education, 4(5).

    49. Li, M., Zheng, C., Tang, X., & Sang, G. (2015). Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting. Journal of Computers in Education, 2 (4), 475-491.

    50. Sang G. Y., Tondeur J. Chai C., & Dong Y. et al. (2014). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-pacific Journal of Teacher Education, 1-17.

    51. Zhao, N.N., Valcke, M., Desoete, A. Sang, G. Y. & Zhu, C. (2014). Does teacher-centerd teaching contribute to students’ performance in primary school? A video analysis in Mainland China. International Journal of Research Studies in Education, 3(3).

    52. Zhao, N.N., Valcke, M., Desoete, A. Zhu, C. & Sang, G. Y. (2014). A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables. Scandinavian Journal of Educational Research. (DOI:10.1080/00313831.2012.696210)

    53. Zhang, H., Zhu, C. & Sang. G (2014). Teachers’ stages of concern for media literacy education and the integration of MLE in Chinese primary schools. Asia Pacific Education Review. 15: 459-471.

    54. Madiha, S., Zhu, Z. Y., Sang, G. Y., & Li, J. Y. (2014). Making people employable: reforming higher education in China. Academic Research International, 5(2). 

    55. Sang G. Y., Valcke M., van Braak J., Tounder J. et al. (2012). Challenging science teachers’ beliefs and practices through a video-case-based intervention in China’s primary schools. Asia-pacific Journal of Teacher Education. 40(4): 363-378. (DOI: http://dx.doi.org/10.1080/1359866X.2012.724655)

    56. Sang G. Y., Valcke M., van Braak J., Tounder J. et al. (2012). Exploring the educational beliefs of primary education student teachers in the Chinese context. Asia Pacific Education Review. 13(1): 1-9. (DOI: 10.1007/s12564-012-9206-0)

    57. Tondeur J., van Braak J., & Sang G. (2011). Preparing pre-service teachers to integrate technology in education: A synthesis. Computers & Education, 59(1): 134-144. (DOI: 10.1016/j.compedu.2011.10.009)

    58. Sang G. Y., Valcke M., van Braak J., Tounder J., & Zhu C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. Journal of Computer Assisted Learning, 27,160–172. (DOI: 10.1111/j.1365-2729.2010.00383.x)

    59. Sang G. Y., Valcke M., van Braak J., & Tounder J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54，103-112. (DOI: 10.1016/j.compedu.2009.07.010)

    60. Sang G. Y., Valcke M., van Braak J., & Tounder J. (2009). Investigating teachers’ educational beliefs in Chinese primary schools: socio-economical and geographical perspectives. Asia-pacific Journal of Teacher Education, 37(4), 363-377. (DOI:10.1080/13598660903250399)

     

    CSSCI and other indexed journals:

    1. 桑国元，温丽梅. 银龄教师助力乡村教师队伍高质量建设：价值意蕴、现实困境与纾解路径[J].现代远距离教育，2024,1.

    2. 桑国元;刘一螣;教师学习共同体赋能项目式学习生态建设[J];华夏教师;2024年04期

    3. 熊瑛;桑国元;指向学科核心素养的小学语文项目式学习实践探索[J];华夏教师;2024年04期

    4. 桑国元.项目式学习何以成为课改风向标，中国教师报，2024.

    5. 桑国元. “强师计划”背景下民族地区高质量教师队伍建设：政策保障、现实困境与顶层设计 [J]. 西北师大学报(社会科学版), 2023, 60 (03): 61-68.

    6. 桑国元,叶碧欣,黄嘉莉,等.构建指向中国学生发展核心素养的项目式学习标准模型[J].中国远程教育, 2023(6):49-55.

    7. 桑国元,黄如艳.主体性视域下的教师能动性:内涵,影响因素及提升路径[J].教育研究与实验, 2023(1):35-42.

    8. 桑国元,刘璐璐.协同学视域下基础教育集团化办学的模式,治理及其资源配置[J].教育科学研究, 2023(4):90-96.

    9. 桑国元,叶碧欣. 指向教学创新：区域教师成长共同体运行机制探索 [J]. 中小学管理, 2023, (03): 43-46. [11]

    10. 王路路,毛菊,桑国元. 新疆义务教育师资配置的时空特征与优化路向 [J/OL]. 民族教育研究, 2023, 1-11. 

    11. 王愉鑫,桑国元. 跨学科项目式学习的设计与实践策略 [J]. 江苏教育研究, 2023, (20): 20-24.

    12. 张彬,桑国元.项目式学习中的驱动性问题：学科差异与质量提升[J].北京教育学院学报,  2023,37(05):815

    13. 褚娟娟,张伟利,桑国元. 幼儿园项目式学习的设计与实施——以小班项目式学习活动“自制挂衣架”为例 [J]. 福建教育, 2023, (38): 33-38. [4]

    14. 张潇艺,桑国元,褚娟娟. 幼儿园如何开展项目学习——以“怎样保护小兔子”为例 [J]. 学前教育, 2023, (Z3): 51-54. [5]

    15. 李泽晖,张雨晴,桑国元. 项目式学习教师培训师：内涵、角色定位与培训课程设计 [J]. 中小学教师培训, 2023, (07): 1-6. [6]

    16. 柳安娜,张惠,桑国元. 新生代师范生乡土文化底色的缺损与充盈之道 [J]. 教育与教学研究, 2023, 37 (06): 66-75.

    17. 黄如艳,桑国元,李晓华.民族地区教师人工智能助教应用意愿及影响因素研究——基于扎根理论的探索性分析[J/OL].青海民族大学学报(社会科学版):2023, 1-10.

    18. 胡秋萍,桑国元.基于“互联网+自主学习”的区域教师培训模式构建[J].教育科学研究,2022(12):82-87.

    19. 杨靖,杜屏,孙冉,桑国元.关系韧性视角下的民族地区教师韧性影响机制研究——跨文化适应的中介分析[J].民族教育研究，2022.

    20. 刘源;新课标背景下项目式学习如何在中小学落地——访北京师范大学教育学部桑国元教授[J];教师教育论坛;2022年10期

    21. 桑国元.教师如何理解项目式学习的内涵[J].教师教育论坛,2022,35(10):21-23.

    22. 叶碧欣,桑国元,黄嘉莉.课程与教学创新的学校组织氛围研究——以一所项目式学习特色校为个案[J].全球教育展望,2022,51(09):66-77.

    23. 叶碧欣,桑国元,邓英华.项目学习能否提升大学英语教学成效——针对干预实验研究的元分析[J].中国高教研究,2022(07):83-88.DOI:10.16298/j.cnki.1004-3667.2022.07.14.

    24. 李葆萍,仁青草,桑国元,赵瞳瞳.“双师教学”模式下乡村教师能动性与教学专长的关系研究[J].电化教育研究,2022,43(07):114-121.DOI:10.13811/j.cnki.eer.2022.07.015.

    25. 马永全,桑国元.国家通用语言文字在民族地区的使命承载及深化普及路径[J].民族教育研究,2022,33(01):146-152.DOI:10.15946/j.cnki.1001-7178.2022.01.017.

    26. 谢晨露,郭兰兰,桑国元.新时代美育理念下的音乐师范生核心素养框架构建[J].中国音乐教育,2022(01):5-16.

    27. 桑国元,蔡添.项目式学习中的学生评价[J].教学与管理,2021(31):1-4.

    28. 桑国元.项目化学习如何赋能班级管理[J].班主任, 2021, 000(009):P.5-8.

    29. 叶碧欣,桑国元,王新宇.项目化学习中的教师素养：基于混合调查的框架构建[J].上海教育科研,2021(10):23-29.DOI:10.16194/j.cnki.31-1059/g4.2021.10.006.

    30. 桑国元,蔡添.当代家校合作中的争权问题与应对[J].中小学德育,2021(10):22-26.

    31. 桑国元,王佳怡.项目化学习在幼儿园活动中的实施[J].教育理论与实践,2021,41(26):61-64.

    32. 熊瑛,桑国元.“语文+”项目化学习培育小学生核心素养的策略研究[J].中国教师,2021(05):69-71.

    33. 桑国元,王新宇.教师在线专业学习共同体的内涵、价值及其构建[J].教师发展研究,2021,5(01):41-48.

    34. 黄嘉莉,叶碧欣,桑国元.场域理论视角下民族地区教师专业发展的影响因素研究——基于多层线性模型的分析[J].教育研究与实验,2021(01):75-80.

    35. 黄嘉莉，桑国元，叶碧欣.十二年国民基本教育课程改革中教师能动性之使动与制约因素：社会结构二元论观点[J].课程与教学季刊，2020，（23）1，61-92.

    36. 桑国元,叶碧欣,黄嘉莉.教师能动性：内涵、维度与测量[J].中国教育政策评论,2019(00):116-133.

    37. 桑国元,王新宇.人工智能教师何以重塑学校文化[J].电化教育研究,2020,41(09):21-26+47.

    38. 黄嘉莉,桑国元.成果导向视角下台湾教师教育评估制度的发展[J].教师教育研究,2020,32(04):58-65.

    39. 桑国元,王照萱.元民族志研究方法及其对教育研究的价值[J].民族教育研究,2020,31(02):63-68.

    40. 黄嘉莉,韩冰清,桑国元.中韩教师轮岗制度的特征研究:基于治理性的比较[J].外国教育研究,2020,47(01):3-15.

    41. 李欣蕾,桑国元.英国教师专业伦理行为监管机制概况及其启示[J].中小学德育,2020(01):13-15+12.

    42. 桑国元,叶碧欣,黄嘉莉.社会支持视角下的乡村教师专业自主发展——基于云南省H中学的田野研究[J].教师发展研究,2019,3(02):87-94.

    43. 盘如春,桑国元,曹一鸣.基于直观想象的数学高考——以2019年全国高考数学选择题为例[J].中学数学,2019(19):20-22+24.

    44. 达万吉,桑国元.优秀少数民族教师的特征探究——基于多案例的理论构建[J].教师教育研究,2019,31(06):70-77.

    45. 李欣蕾,桑国元.英国教师专业伦理行为监管机制概况及其启示[J].中小学德育,2020(01):13-15+12.

    46. 黄嘉莉, 陈宥伃, 桑国元. "教师是否为专业?"——台湾师范生《教育社会学》课堂论辩结果的实证探索[J].教师教育研究.2019, 31(3).

    47. 黄嘉莉, 桑国元*. 1994年后我国台湾地区教师教育质量保障机制的演进[J].教师教育学报，2019，1.

    48. 陈振宁,桑国元.青南藏区基础教育阶段教师TPACK知识的实证研究[J].青海民族研究,2019,30(01):185-190.

    49. 桑国元，叶碧欣. 道德与法治教师的专业发展模式构想[J]. 中小学德育，2018， 11. 

    50. 桑国元，王文娟，约翰·拉夫兰. 澳大利亚教师教育质量保障体系：21世纪初的挑战与变革[J].比较教育研究，2017年2月

    51. 桑国元.教师作为学习者:教师学习研究的进展与趋势[J].首都师范大学学报(社会科学版)，2017年2月

    52. 桑国元. 班主任行动研究的路与思[J]. 班主任, 2017(7).

    53. 桑国元，王文娟.文化人类学视野中的教师研究：以一项师生互动研究为例[J].民族教育研究，2016，6.

    54. 桑国元. 教育科学研究重要吗?——中小幼教师对教育研究价值认识的调查[J]. 教师教育研究, 2016, 28(3):43-49.

    55. 桑国元, 董艳. 论“互联网+”时代教师信息素养内涵演进及其提升策略[J]. 电化教育研究, 2016(11):108-112.

    56. 桑国元. 国外21世纪学生发展核心素养的讨论及启示[J]. 教育科学研究, 2016(12).

    57. 桑国元. 互联网+”时代，如何应对教师培养中的新挑战？[N]中国教育报，2016.

    58. 曾维义, 桑国元. 大课程视野下中学信息技术学科定位和发展的思考[J]. 中小学电教:上, 2016(3):26-29.

    59. 桑国元. 变革世界中的学习. 人民教育, 2015, 1: 046.

    60. 董艳, 黄月, 孙月亚, 桑国元等. 校长信息化教学领导力的内涵与结构. 现代远程教育研究, 2015, 5: 007.

    61. 董艳，桑国元，蔡敬新.师范生 TPACK 知识的实证研究.教师教育研究，2014.3

    62. 桑国元. 文化人类学视域中的课程研究内涵及其方法论变革.湖南师范大学教育科学学报，2014，5.

    63. 桑国元，胡艳. 民族地区基础教育发展之思.中国教师，2014，10.

    64. 马永全、桑国元.哈萨克族教育变革的历史透视：知识型的视角.湖北民族学院学报（哲学社会科学版），2014（2）（教育科学文摘转载，2014年第3期）

    65. 桑国元. 课程研究的方法论反思. 教育理论与实践，2012.

    66. 桑国元. 教师专业标准: 对高质量教师和高质量教育的期待. 中国教师, 2012, 13: 013.

    67. 赵宁宁, 郑玉飞, 桑国元. 碰撞与变革——回顾二十世纪欧洲的课程研究历史. 教育史研究, 2012 (3): 27-33.

    68. 桑国元. 大学知识与田野经验：职前教师教育实践的范式变迁与模式革新.教师教育研究2011,(4):16-21.

    69. 桑国元，于开莲. 基于人种志视角的课堂观察理论与实践.中国教育学刊.2007,(05):48-51.

    70. 桑国元，于开莲. 教育科学研究中的“离我远去”——教育人种志及其在教育科学研究中的方法论意义. 广西师范大学学报(哲学社会科学版), 2007.

    71. 桑国元.对中国现代教育的理性思考——怀特海过程教育哲学的视角.当代教育科学.2006,11.

    72. 桑国元. 学校文化冲突的源起、表现与缓和——多元文化教育的视角. 宁波大学学报（教育科学版）.2006,3. 

    73. 桑国元，刘丽湘. 文化人类学视野下边远地区教师继续教育的主客位研究. 继续教育研究，2006,6.

    74. 桑国元. 民族地区家庭教育及其对女童发展的影响. 内蒙古师范大学学报: 教育科学版, 2004, 17(6): 29-31.

     

    国际教育百科全书章节

    1. Sang G. (2020) Teacher Agency. In: Peters M. (ed) Encyclopedia of Teacher Education. Springer, Singapore.

    2. Muthanna, A. & Sang, G. (2019). Yemen and education: teacher education systems and challenges. In K. G. Karras and C. C. Wolhuter (eds). International Handbook of Teacher Education Worldwide, revised and augmented ed, pp.635-650. Cyprus: HM Studies and Publishing.

    3. Valcke M., & Sang G. Y. et al. (2009). Taking prospective teachers’ beliefs into account in teacher education. In E. Baker, B. McGaw, and P. Peterson (Eds). International Encyclopedia of Education, 3rd edition, pp.622-628. Oxford: Elsevier.

     

    专著

    1. 桑国元、叶碧欣、王翔. 《项目式学习教师手册》.北京师范大学出版社，2023.

    2. 桑国元、康利主编.《道德与法治学科中的项目式学习》.北京师范大学出版社，2024.

    3. 方增泉、桑国元、祁雪晶主编.《青少年网络素养项目式学习》，宁波出版社，2024.

    4. 罗颖、桑国元、石玉娟. 《玩转项目式学习的50个工具》.中国人民大学出版社，2023.

    5. (澳) 凯斯·庞奇、(英) 爱丽丝·奥斯雅著, 桑国元、王天晓、高鸾译. 《教育研究方法导论》. 高等教育出版社, 2022.

    6. 李庆华、桑国元主编.《行动·成长——北京工商大学附属小学项目式学习的实践探索》.吉林大学出版社，2022.

    7. 熊瑛，桑国元.《语文+项目化学习实践探索》.吉林大学出版社，2021.

    8. 朱志勇，宋萑，桑国元 等译.质性研究手册：解释、评估与呈现及质性研究的未来.重庆大学出版社，2019，5.

    9. 桑国元等.《21世纪教师的核心素养》.北京师范大学出版社，2017.

    10. 桑国元等. 教育人类学的产生与发展.载滕星主编《教育人类学通论》，2017.

    11. 桑国元等. 教师教育体系构建的理论研究.《中国现代教师教育体系构建研究》,2014.

    12. 桑国元.《文化人类学与课程研究：方法论反思（高校人文学术研究文库）》.中国书籍出版社，2013.

     

    Conference proceedings

    1. Li, Xinlei; van Braak, Johan; Valcke, Martin; Sang, Guoyuan. 2022. COMPUTATIONAL THINKING INTEGRATED INTO PRIMARY ENGLISH LESSONS IN CHINA IN PRACTICE. INTED2022 Proceedings, 6528-6535.

    2. Li, Xinlei; van Braak, Johan; Valcke, Martin; Sang, Guoyuan. 2022. A SYSTEMATIC LITERATURE REVIEW ON INTEGRATING COMPUTATIONAL THINKING INTO ENGLISH LANGUAGE COURSES LEARNING AND TEACHING IN K-12 EDUCATION. EDULEARN22 Proceedings, 4842-4850.

    3. Sang G. Y., Valcke M. & van Braak J. (2009). How student teachers’ educational beliefs and self-efficacy translate to their prospective ICT use in education. In A. Libotton & N. Engels (Eds.). Teacher Education: Facing the Intercultural Dialogue. Proceedings of the 33rd Annual Conference of the Association for Teacher Education in Europe (ATEE), Brussels, August 2008.

    4. Sang G. Y., Valcke M., van Braak J., & Tounder J. (2009). Factors support or prevent teachers from integrating ICT into classroom teaching: A Chinese perspective. In Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C. K. K. et al. (eds.) (2009). Proceedings of the 17th International Conference on Computers in Education (ICCE). Hong Kong: Asia-Pacific Society for Computers in Education.

     

    Conference lectures

    1. 社会支持视角下大陆乡村学校教师的专业发展。第25届台湾教育社会学论坛（2019年5月3-4日）主题演讲。

    2. 21世纪教师的核心素养。东北师范大学教育学研究生论坛（2018年7月14-15日）主题演讲。

    3. Sang, G. Y., & Zhou, J. et al. (2013). Elementary school teachers' professional development in a school-university partnership. International Study Association on Teachers and Teaching Conference 2013, Ghent, Belgium, 1-5, July, 2013.

    4. Sang G. Y., Dong, Y., & Chai, C. S. (2013). Development of the Chinese Pre-service Teachers’ Technological Pedagogical Content Knowledge Scale. Workshop proceedings of 21st international conferences of computers in Education (ICCE), Bali, Indonesia, 18-22, November, 2013. 

    5. Sang G. Y., Valcke M. & van Braak J., Tondeur, J. (2010). Challenging science teachers' educational beliefs through a video-based intervention program in Chinese primary schools. Annual Conference of the American Educational Research Association (AERA). Denver, USA, April 30 – May 4, 2010.

    6. Sang G. Y., Valcke M., Zhang, J., & van Braak J. (2010). Challenging student teachers’ educational beliefs and ICT efficacy through a video case-based intervention. Annual Conference of the European Conference on Educational Research (ECER), Helsinki, Finland, 23-27, August, 2010.

    7. Sang G. Y., Valcke M. & van Braak J. (2009). Video-based teacher development: an intervention study in China. Annual Conference of the European Conference on Educational Research (ECER), Vienna, Austria, 25-30, September, 2009.

    8. Sang G. Y., Valcke M. & van Braak J. (2008). Patterns in educational beliefs of primary school teachers in China: from geographical and economical perspectives. Annual Conference of the American Educational Research Association (AERA). New York, USA, 24-28, March, 2008.

    9. Sang G. Y., Valcke M. & van Braak J. (2007). How teachers’ educational beliefs and ICT policies in school level translate to teacher ICT use in education: An empirical study of Chinese primary school teachers. Annual Conference of the European Conference on Educational Research (ECER), Ghent, Belgium, 19-22, September, 2007.

     

    Handbooks and Encyclopedias

    4. Sang G. (2020) Teacher Agency. In: Peters M. (ed) Encyclopedia of Teacher Education. Springer, Singapore.

    5. Muthanna, A. & Sang, G. (2019). Yemen and education: teacher education systems and challenges. In K. G. Karras and C. C. Wolhuter (eds). International Handbook of Teacher Education Worldwide, revised and augmented ed, pp.635-650. Cyprus: HM Studies and Publishing.

    6. Valcke M., & Sang G. Y. et al. (2009). Taking prospective teachers’ beliefs into account in teacher education. In E. Baker, B. McGaw, and P. Peterson (Eds). International Encyclopedia of Education, 3rd edition, pp.622-628. Oxford: Elsevier.

     

    Books & Chapters in books:

    1. Sang G. Y. et al. (2017). Key Competences of Teachers in 21st Century(21世纪教师的核心素养).Beijing Normal University Press.

    2. Sang G. Y. et al. (2017). Production and Development of Educational Anthropology. Teng Xing (editor). General Theory of Educational Anthropology(教育人类学通论).

    3. Sang G. Y. et al. (2017). Education and Development of Human Being. Teng Xing (editor). General Theory of Educational Anthropology(教育人类学通论).

    4. Sang G. Y. (2013). Cultural Anthropology and Curriculum Studies: Methodological Inspirations（文化人类学与课程研究：方法论反思）. China Book Press.

    5. Sang G. Y. (2013). Legal insurance of ethnic minority education. 载滕星、王铁志主编《民族教育理论与政策研究》，2009,5.民族出版社.

    6. Sang G. Y. (2013). Teacher training in rural area primary schools. 载滕星、张俊豪主编《教育的人类学视野》，2009,6.民族出版社.

    7. Sang G. Y. (2013). Community and family education of Ethnic minority girls. 载滕星主编《多元文化社会的女童教育——中国少数民族女童教育导论》2009,5.民族出版社.