A Lecturer at the Center for Teacher Education Research, Beijing Normal University. Received Ph.D. degree in Education with interdisciplinary backgrounds in Psychology, Neuroscience, Educational Measurement, and Teacher Education. Proficient in various evidence-based research methods. Long-term dedication to exploring and researching the intersection of teacher education with cutting-edge disciplines such as neuroscience and artificial intelligence. The main research directions are as follows:

(1) Establishing a cross-disciplinary field of teacher education and neuroscience. Exploring the frontiers of teacher education based on the brain-psychology-environment model. Currently researching on the cognitive and neurobiological characteristics and mechanisms of teacher narratives' impact on identity/moral recognition and professional emotions. Conducting foundational research in teacher education to enhance the theoretical foundation and knowledge system, and applying relevant findings to teacher education practices and policy-making.

(2) Cultivating teachers' neuroscience literacy and evaluating its effectiveness. Emphasizing the exploration and application of neuroscientific principles in education, integrating cutting-edge research in neuroscience and education, integrating pre-service teacher courses and in-service teacher training, expanding teachers’ interdisciplinary perspectives and frontier theories, enhancing teachers' understanding and practice of education, and evaluating learning and application outcomes.

(3) Exploring the role of teachers and professional development in the era of data intelligence.Anticipating educational reforms in the era of data intelligence, exploring the structure and content models of teachers' professional competence, and providing policy recommendations for the construction of an adaptive teacher workforce in the future.

(4) Aiming at the above directions, focus on and apply artificial intelligence to empower teacher education research and teacher professional development.

I am interested in and committed to exploring frontier issues in the field of education and conducting practical transformations. I sincerely invite and welcome colleagues with similar interests and aspirations to join hands in exploring and progressing together!

Email: lisa@bnu.edu.cn

EDUCATION

Ph.D. in Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China

Master's Degree in State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China

Bachelor's Degree in School of Education, Sichuan Normal University, China

WORK EXPERIENCE

2021.12-Present: Lecturer, the Center for Teacher Education Research, Faculty of Education, Beijing Normal University, China

2019-2021: Postdoctoral Researcher, the Center for Teacher Education Research, Faculty of Education, Beijing Normal University, China

2013-2015: Elementary School Teacher, Zhongguancun Third Primary School, Beijing, China

TEACHING

1.     Doctoral Courses

(1) International Teacher Education Policy and Practice (Topic: Understanding Teacher Education as Academic Discourse) (International Doctoral Program)

2.     Master's Courses

（1）Teacher Education

（2）Brain Science and Educational Practice

（3）Chinese Micro-Teaching

（4）Teaching Skills Training

3.     Undergraduate Courses

（1）Introduction to Academic Writing and Norms (2021)

（2）Child Psychological Development and Educational Evaluation (2023)

PUBLICATIONS

1.     Academic Journal Articles Published (in English)

（1）Liu, L., Wang, Q., & Li, Y. (2023). Developing children’s humanity: the unique and interactive role of parents’ and peers’ humanity. Educational Psychology, 43(8), 967-988.

（2）Cui, D., Liu, L., Wei, B., & Li, Y. (2023). Associations between Empathy and social anxiety in Childhood: the moderating role of mother-child conflict and peer rejection. Current Psychology, 42(29), 25431-25444.

（3）Cui, D., Liu, L., & Li, Y. (2023). Association between children’s empathy and depression: The moderating role of social preference. Child Psychiatry & Human Development, 54(3), 857-869.

（4）Liu, L., Wu, Y., & Li, Y. (2022). Linking family relationships with peer relationships based on spillover theory: A positive perspective. Journal of Social and Personal Relationships, 39(7), 2094-2116.

（5）Li, X., Ding, Y., Bai, X., & Liu, L(Corresponding Author). (2022). Associations between parental mediation and adolescents' internet addiction: The role of parent–child relationship and adolescents' grades. Frontiers in Psychology, 13, 1061631.

（6）Liu, L., Li, C., Xu, L., Xiao, X., & Li, Y. (2021). Developing children’s justice: Evidence from intergenerational similarity and peer homophily. Child Indicators Research, 14, 2065-2081.

（7）Xiao, X., Liu, L., Wu, Y., Liu, L. S., Xu, L., & Li, Y. (2021). Group bias in children’s rectification of inequality using resources of different values. Social Development, 30(3), 641-662.

（8）Yuan, W., Guo, H., Fung, C. V., Chen, F., Liu, L., & Xu, L. (2021). Family socioeconomic status and Chinese adolescents’ academic achievement in the arts: the mediating role of family arts resources and the moderating role of family arts atmosphere. Frontiers in Psychology, 12, 751135.

（9）Liu, L. S., Xu, L., Xiao, X., Liu, L., & Li, Y. (2020). Positive influence of peers' interpersonal character on children's interpersonal character: The moderating role of children's and peers' social status. Journal of Adolescence, 79, 157-172.

（10）Liu, L., He, X., Li, C., Xu, L., & Li, Y. (2020). Linking Parent–child Relationship to Peer Relationship Based on the Parent-peer Relationship Spillover Theory: Evidence from China. Children and Youth Services Review, 116,105200.

（11） Liu, L.., Xu, L., He, X., & Li, Y. (2019). The association of caregivers’ and children’s characteristics with children’s social preference and being a class leader in China. Social Development, 28(3): ‏689-707.

（12）Xiao, X., Liu, L., Xu, L., Liu, L. S., Chen, C., & Li, Y. (2019). Group bias in children’s merit-based resource allocation. Journal of Experimental Child Psychology, 188, 104660.

（13）Liu, L., Xu, L., Luo, F., & Li, Y. (2018). Intergenerational transmission of interpersonal strengths: the role of parent gender, family processes, and child characteristics. Journal of Adolescence, 67, 66-76.

（14） Xu, L., Liu, L. S., Li, Y, Liu, L., & Huntsinger, C. S. (2018). Parent-Child Relationships and Chinese Children’s Social Adaptations: Gender difference in parent-child dyads. Personal Relationships. 25(4), 462-479.

（15）Pan, Y., Yang, Q., Li, Y., Liu, L, & Liu, S. (2018). Effects of family socioeconomic status on home math activities in urban China: The role of parental beliefs. Children and Youth Services Review, 93, 60-68.

2. Academic Journal Articles Published (in Chinese)

（1）刘丽莎,洛桑扎西,丁颖.连接教师教育与神经科学：价值、内容、路径及行动——基于2000-2022年67篇核心英文文献的范围综述[J].教师教育研究,2024,36(01):105-114.

（2）宋萑,裴淼,刘丽莎.互联网+教师教育学科建设[J].当代教师教育,2023,16(04):25-29.

（3）郝伟恒,刘丽莎（Corresponding Author）,王晓.在教师教育中引入教育神经科学知识——美国的案例及启示[J].比较教育学报,2023,(04):135-147.

（4） 胡扬邦,刘丽莎（Corresponding Author）,孙玮涛.教师教育教学质量问责：内涵、价值与路径[J].教师教育研究,2023,35(03):32-37+43.

（5） 朱旭东,付钰,靳伟,刘丽莎，李茂森.循证理念下教师教育研究对教师教育政策制定的影响研究[J].中国教育学刊,2022,(12):40-44+87.

（6） 刘丽莎,郝伟恒,黄嘉辉等.教师教育研究引入神经科学：缘起、动向及展望[J].教师教育研究,2022,34(06):1-9.

（7）丁颖,李筱菁,刘丽莎(Corresponding Author).在线教学教师关怀行为对大学新生学习适应性的影响：学习自我效能感的中介作用[J].心理月刊, 2022, 17(19): 7-11.

（8）朱旭东,刘丽莎（Corresponding Author）,付钰.粤港澳大湾区一流教师教育体系建设：现状分析与路径建议[J].高教探索,2022,(02):89-96.

（9）朱旭东,刘丽莎,李秀云.儿童全面发展和综合素质、核心素养、学业发展之辨——兼论儿童全面发展和学生学业发展的双重评价[J].国家教育行政学院学报,2022,(02):25-40.

（10）朱旭东,刘丽莎.论构建社会主义现代化强国所需要的高质量教育体系[J].清华大学教育研究,2021,42(01):33-39.

（11）朱旭东,刘丽莎.论我国“互联网+教师教育”及其效率提升的可行性和路径[J].现代教育论丛,2021,(01):38-44.

（12）朱旭东,刘丽莎,许芳杰等.论我国“十四五”教育发展战略目标和重点任务——基于复杂多样的国内外环境分析[J].中国教育科学(中英文),2021,4(02):31-44.

（13）肖雪,刘璐,刘丽莎等.内群体偏爱与儿童基于贡献的分配公平性:心理理论的调节作用[J].心理发展与教育,2021,37(04):498-507.

（14）刘丽莎,吴玉婷,李超群等.友伴人际品格对儿童人际品格的影响:友伴数量的调节作用及儿童群体差异[J].心理发展与教育,2021,37(05):628-637.

（15）朱旭东, 周慧梅, 刘丽莎等. 人民教师 百年征程铸师魂.中国教育报.2021-06-30.

（16）宋萑,刘伟,刘丽莎（Corresponding Author）.疫情防控期间教师在线教学现状与培训需求分析研究——基于全国百所中小学的抽样调查结果分析[J].教师教育研究,2020,32(03):1-9.

（17）闫予沨,付钰,刘丽莎（Corresponding Author）,廖伟.我国循证教师教育决策：内涵、价值与路径[J].教师教育研究, 2020,(06), 21-26.

（18）宋萑, 刘丽莎, 刘伟. 在线教育教学,教师准备好了吗[J].中国教师, 2020(05):19-22.

（19）刘璐,肖雪,刘丽莎,徐良苑,张旭然,李燕芳.儿童在不同卷入情境下基于资源价值的分配行为特点:内群体偏爱的作用[J].心理学报,2019,51(05):584-597.

（20）肖雪,刘丽莎,徐良苑,李燕芳.父母冲突、亲子关系与青少年抑郁的关系:独生与非独生的调节作用[J].心理发展与教育,2017,33(04):468-476.

（21）李燕芳,刘丽君,刘丽莎.父、母学历与教养行为对学前儿童发展的影响[J].中国特殊教育,2015(04):76-83.

（22）李燕芳,刘丽莎,刘丽君,徐良苑.母亲风险因素对儿童早期发展的影响:教养行为的中介作用[J].中国特殊教育,2014(05):66-75.

（23）   刘丽莎,李燕芳,吕莹,李艳玮.父亲参与教养状况对学前儿童社会技能的作用[J].心理发展与教育,2013,29(01):38-45.（人大复印资料《心理学》2013年第06期全文转载）

（24）刘丽莎,李燕芳.母亲抑郁和惩罚对儿童早期问题行为的影响及父亲的保护作用[J].心理发展与教育,2013,29(05):533-540.

（25）李艳玮,李燕芳,刘丽莎,吕莹.家庭学习环境对儿童早期学业和社会技能的作用[J].心理发展与教育,2013,29(03):268-276.

（26）李艳玮,李燕芳,刘丽莎.家庭收入对儿童早期语言能力的影响作用及机制:家庭学习环境的中介作用[J].中国特殊教育,2012(02):63-68+75.

ACADEMIC REPORTS

（1）2024/3/14, Comparative and International Education Society (CIES) Annual Conference (in Miami • US), Formal Panel Session report, Enhancing Students' Holistic Development Through Evidence-Based Educational Interventions.

（2）2024/01/06, Beijing Normal University Teacher Education Research Center 2021 Academic Annual Conference, Building a Cross-Disciplinary Field of Teacher Education and Neuroscience to Support the Construction of Teacher Education Discipline.

（3）2023/09/26, Beijing Shijingshan District Teacher Trainer Capacity Building Lecture, Teacher Professional Development in the AI Era: Cultivating Teachers' Brain Science Literacy.

（4）2023/08/24, Beijing Shijingshan District Primary and Secondary School Teaching Research Group Leader "Double New" Leadership Enhancement Training Lecture, Reshaping the Brain - Neural Plasticity and Learning, Experience, and Education.

（5）2023/06/21, Beijing Shijingshan District Primary and Secondary School Teaching Research Group Leader "Double New" Leadership Enhancement Training Lecture, Insights into Teaching and Learning: Progress and Implications from Brain Science.

（6）2023/06/20, Beijing Normal University Teacher Education Research Center 2023 Summer School Special Report, Introducing Neuroscience into Teacher Education: Origins, Trends and Prospects.

（7）2023/05/26, Hangzhou Binjiang College In-Service Teacher Training Lecture, Frontiers of Brain Science and Educational Implications.

（8）2023/04/14, Academic Report of Chongqing Primary and Secondary School Innovative Education Leadership Enhancement Project, Cultivating Innovative Talents in the AI Era and Teachers' Brain Science Literacy.

（9）2023.03.09, Beijing Haidian District Teachers' Further Education School Chemistry Subject Teacher Training Project, Chemistry Teaching and Learning: Insights from Brain Science.

（10）2022/12/29, Beijing Normal University Teacher Education Research Center 2021 Academic Annual Conference, Teacher Education Neuroscience - A New Disciplinary Field.

（11）2022/07/20, Beijing Chaoyang District Jinsong No. 1 Kindergarten, Teacher Training Project Report, Ethical Perspective on Moral Concepts and Components.

（12）2022/06/30, Beijing Normal University Teacher Education Research Center 2022 Summer School Special Report, Introducing Neuroscience into Teacher Education: Origins, Trends and Prospects.

（13）2022/05/24, Anqing Normal University 125th Anniversary Teacher Education College Lecture, The Birth of a New Field in Teacher Education Research and Practice: The Marriage with Educational Neuroscience.

（14）2022/04/25, Beijing Normal University Teacher Education Research Center China Teacher Academic Salon, New Perspectives on Teacher Education Research, Practice and Policy: Insights from Educational Neuroscience.

（15）2021/12/16, Beijing Normal University-Southwest University Young Teacher Forum, Research on Teacher Education Quality: An Evidence-based Perspective.

（16）2021/07/14, China Tianfu Teacher Education Summit Forum, Evidence-based Teacher Education: An Effective Path to High-Quality Teacher Education.

（17）2020/09/28, Beijing Normal University Teacher Education Research Center "Internet + Education" Innovation Salon 12th Session, The Origins of Children's Virtues: Evidence from Generational Transmission and Peer Influence.

GRANTS

（1）Ministry of Education Department of Social Sciences, Provincial-Level General Project, 22JJD880010, Research on Laboratory Multimodal Data-Driven Teacher Learning System and Its Operation Mechanism, Sept 2022 - Dec 2025. Grant: 500,000 RMB.

（2）Chinese Association of Higher Education, Bureau-Level Key Project, 23JS0307, Research on Brain Science and High-Quality Development of Teacher Education, October 2023 to October 2025. Grant: 10,000 RMB.

（3）Beijing Normal University, Young Teacher Fund Project, 2022NTSS38, Research on the Current Status of Teachers' Brain Science Literacy and Intervention Effects, October 2022 to Oct 2024. Grant: 100,000 RMB.