I am an education researcher and a learning-support practitioner. At KU Leuven’s Faculty of Psychology and Educational Sciences, I served for several consecutive years as a Master’s teaching assistant and seminar coordinator, closely involved in course design, seminar facilitation, and student assessment. Drawing also on project work in an education think tank, I have engaged deeply with dozens of K–12 schools in China on curriculum evaluation, teacher development, and international education programmes—always focused on how pedagogy takes root and improves in real school settings.
我是一名教育研究者，也是一名学习支持实践者。在比利时荷语鲁汶大学心理学与教育科学学院，我连续数年担任硕士课程助教与研讨课协调人，深度参与课程设计、课堂研讨引导与学生学业评估；同时依托在教育智库的项目经历，深度接触过国内数十所 K12 学校的课程评估、教师发展与国际教育项目，始终专注于教学法在真实校园场景中的落地与优化。
Higher education teaching
高校教学实践
During my appointment at KU Leuven, I took part across the full teaching cycle of two core Master’s courses in education:
在鲁汶大学任职期间，我全程参与两门教育学硕士核心课程的教学全周期：
History of Modern Educational Systems
《现代教育制度史》
Coordinated seminar teaching across three academic years (2022–2025); contributed to syllabus revision and assessment design; independently taught four methods modules on oral history, visual history, and curriculum and textbook research.
协调 2022–2025 三个学年的研讨课教学，参与课程大纲修订与考核体系设计，独立开设口述史、视觉史、课程与教科书研究等 4 个研究方法专题模块。
Educational Policy
《教育政策》
Coordinated seminar teaching across two academic years (2022–2024); designed inquiry tasks and classroom exercises that guided students into critical discussion of educational equity, intercultural education, and education governance.
协调 2022–2024 两个学年的研讨课教学，设计主题探究任务与课堂练习，引导学生围绕教育公平、跨文化教育、教育治理等议题展开思辨讨论。
This university teaching work shaped a problem-oriented style, and fluency with seminar teaching, project-based learning design, and formative feedback.
这段高校教学经历，让我形成了“以问题为导向”的教学风格，熟练掌握研讨式教学、项目式学习设计、形成性反馈评估等核心方法。
Core teaching themes
核心授课主题
For teachers & higher education
面向教师与高等教育
- Modern Chinese history of education & comparative education
- Educational policy & educational change
- Educational research methods & academic writing
- Seminar design & formative assessment
- 中国近现代教育史与比较教育专题
- 教育政策与教育变革
- 教育研究方法与学术写作
- 研讨式教学设计与形成性评估方法
For university and secondary students
面向大、中学生
- PBL inquiry under progressive education
- AI literacy & intelligent learning tools
- Humanities / history general education & interdisciplinary themes
- 进步主义教育理念下的 PBL 探究
- AI 素养与智能学习工具应用
- 人文历史通识与跨学科主题学习
Teaching philosophy
教学理念
“Education is what remains after one has forgotten what one has learned in school.”
“教育就是忘记了在学校中所学的一切之后剩下的东西”。
I believe education is more like lighting a fire than filling a vessel. Good education awakens learners’ autonomy and desire to inquire—so that the capabilities an AI age will prize ever more—careful (critical) thinking, international understanding, and civic literacy—can take root and grow.
我始终相信，教育更像点燃火种，而非灌水。好的教育本质是唤醒学习者的自主性与探究欲。只有这样，才可以让 AI 时代会越发看重的核心能力——审慎（批判性）思维、国际理解力和公民素养——生长出来。