curriculum and instruction evaluation, teacher professional development, students ‘ learning and development
1.Parted in “Study on evaluation of the academic achievement of students based on curriculum standards”, major project of humanities and social science research base of Ministry of Education.
2.Parted in “Monitoring the quality of curriculum implementation among primary school, middle school and high school in China”. the Philosophy and Social Sciences Major Breakthrough Project of the Ministry of Education in China.
3. Parted in “Study on the western rural teachers’ professional learning: Based on the perspective of action learning theory”. The humanities and social science youth project of the Ministry of education in Chinese.
4. Presided over 2015 excellent doctoral training program of East China Normal University.
5. Presided over 2014 academic newcomer award of East China Normal University.
1.Liu, Y., & Lei, H. (2017). Reconstructing general didactics from a perspective of learner development and educational experience：An interview with Meinert Meyer. Global Education, 46(1).
2.Lei, H., Cui Yunhuo., & Chiu Mingming. (2016). Affective Teacher—Student Relationships and Students’ Externalizing Behavior Problems: A Meta-analysis. Frontiers in Psychology, 8.
3.Lei, H. & Cui Yunhuo. (2016). he Relationship between Teacher Support and Students’ Academic Emotions: A Meta-Analysis. Social behavior and personality, 42(8).
4.Lei, H. (2016). Process-oriented teaching: Review and prospect. Comparative Education Review, (2).
5.Cui, Y., & Lei, H. (2015). Constructing a three-factor model of teaching-learning-assessment alignment. Journal of East China Normal University (Educational Science), (4).
6.Lei, H. (2015). Analyzing the key factors influencing teachers’ reflection and their effect. Exploring Education Development, (12).
7.Lei, H. (215). The development characteristics of teachers’ caring behaviors in middle school and its intervention strategy. Journal of Chinese education, (4).
8.Lei, H. (2015). Research on the developing paths of middle school teachers’ caring behavior. Teacher Education Research, (2).
9.Lei, H. (2015). An empirical analysis of the characteristics of language lesson type in middle schools. Global Education, 44(1).
10.Lei, H., & Xu, G. (2014). Comparative study on the evaluation of classroom teaching quality. Primary and Secondary Schooling Abrosd, (9).
11.Lei, H. (2014). CSI: A framework of analysis teachers’ caring behaviors. Education Scientific Research in Shanghai, (4).
12.Lei, H. (2014). Constructing a three-dimensional model of teachers’ caring behaviors. Journal of National Academy of Education Administration, (2).
13.Lei, H. (2014). Rogans’ curriculum implementation mode and its enlightenment. Global Education, 43(1).
14.Lei, H. (2014). Curriculum assessment studies in foreign countries and its enlightenment. Exploring Education Development, (24).
15.Lei, H., Wei, J., Liu, Y., Tian, L., & Pan, Y. (2014). An experimental study on inhibitory implicit aggressive cognition through prosocial video games. Psychological Development and Education, (1).
16.Lei, H., & Liu, Y. (2014). Attitudes towards violence：Review and prospect. Comparative Education Review, (2).
17.Lei, H., Liu, Y., Guo, C., Zhao, L., & Chen, H. (2014). On the Relationship between Classroom Environment and Aggressive Behavior: the Mediating Effect of the Attitudes Toward Violence. Chinese Journal of Special Education, (11).
18.Lei, H., & Liu, Y. (2014). The current research into Chinese and foreign youngsters’ aggressive cognition and the research trends. Chinese Journal of Special Education, (7).
19.Lei, H., Liu, Y., Wei, J., Tian, L., & Wang, X. (2014). Based on two dimensional models of time-investment———Focus on the degree of research of high school students’ academic diligence. Psychological Development and Education, (4).
20.Lei, H., Liu, Y., & Tian, L. (2014). Analysis on the psychological problems of foreign teenagers’ violence to desensitization. Comparative Education Review, (7).
21.Lei, H., Liu, Y., & Tian, L. (2014). The relationship between family environment, classroom environment and aggression behavior: The Mediating Effect of Academic Diligence. Education Scientific Research in Shanghai, (4).”