李子建（西南大學(xué)長(zhǎng)江學(xué)者講座教授）

人物經(jīng)歷

李氏早年畢業(yè)于香港大學(xué)地理及地質(zhì)學(xué)系，于英國(guó)牛津大學(xué)獲理學(xué)碩士學(xué)位及英聯(lián)邦林業(yè)局書籍獎(jiǎng)，分別于香港中文大學(xué)獲教育文憑（優(yōu)異）、文學(xué)（教育）碩士、哲學(xué)博士學(xué)位。歷任中學(xué)教師、柏立基教育學(xué)院講師，香港中文大學(xué)教育學(xué)院課程與教學(xué)學(xué)系助理教授、副教授，香港中文大學(xué)教育學(xué)院院長(zhǎng)、課程與教學(xué)學(xué)系教授、大學(xué)與學(xué)?；锇閰f(xié)作中心主任。現(xiàn)任香港教育學(xué)院副校長(zhǎng)（學(xué)術(shù)）兼任課程與教學(xué)講座教授，香港教育學(xué)院卓越教學(xué)發(fā)展中心聯(lián)席總監(jiān)，可持續(xù)發(fā)展教育中心聯(lián)席總監(jiān)。

李教授畢業(yè)于香港大學(xué)，并取得英國(guó)牛津大學(xué)理學(xué)碩士及香港中文大學(xué)文學(xué)（教育）碩士、哲學(xué)博士學(xué)位。李教授的研究范圍包括：課程與教程、環(huán)境教育與地理教育，以及學(xué)校改進(jìn)等。他積極推行教育研究及發(fā)展計(jì)劃，過(guò)往取得不少校外撥款。其領(lǐng)導(dǎo)的“優(yōu)質(zhì)教育躍進(jìn)學(xué)校計(jì)劃”在二零零八年獲得優(yōu)質(zhì)教育基金杰出獎(jiǎng)。李教授著作甚豐，曾編輯及出版二十余本書籍、百多份論文及篇章等。他亦是多份本地、地區(qū)及國(guó)際學(xué)術(shù)期刊的編輯、編委或顧問(wèn)。?

李教授積極參與本地、國(guó)內(nèi)及海外教育和社會(huì)服務(wù)，擔(dān)任多個(gè)教育學(xué)術(shù)和專業(yè)團(tuán)體委員和顧問(wèn)。他歷任聯(lián)合國(guó)教科文組織中國(guó)環(huán)境教育項(xiàng)目顧問(wèn)及國(guó)際學(xué)校效能與學(xué)校改進(jìn)學(xué)會(huì)理事、國(guó)際課程研究促進(jìn)協(xié)會(huì)技術(shù)支援委員會(huì)委員等。李教授還出任內(nèi)地及海外多所大學(xué)的訪問(wèn)、客座或兼職教授。

李氏主持或共同領(lǐng)導(dǎo)的研究及發(fā)展項(xiàng)目包括：「通識(shí)教育支持計(jì)劃—課程銜接與發(fā)展」、「幼兒教育達(dá)善計(jì)劃」(由教育局資助）、「優(yōu)化教學(xué)協(xié)作計(jì)劃」(由教育統(tǒng)籌局資助）;「優(yōu)質(zhì)教育躍進(jìn)學(xué)校計(jì)劃」、「大學(xué)與學(xué)?；锇閰f(xié)作共創(chuàng)優(yōu)質(zhì)教育計(jì)劃」、「學(xué)生領(lǐng)袖發(fā)展計(jì)劃－創(chuàng)意批判、關(guān)愛承擔(dān)」、「建立知識(shí)分享社群，促進(jìn)教師專業(yè)發(fā)展--大學(xué)、學(xué)校與香港教育城伙伴協(xié)作計(jì)劃、「中華文化?中國(guó)心」（經(jīng)費(fèi)由優(yōu)質(zhì)教育基金資助）；另有「官立及資助中學(xué)學(xué)校效能研究」、「杰出學(xué)校獎(jiǎng)勵(lì)計(jì)劃良好實(shí)踐教育研究」、「優(yōu)質(zhì)教育基金生命教育計(jì)劃研究及發(fā)展」、「優(yōu)質(zhì)教育基金專題研習(xí)計(jì)劃研究及發(fā)展」、「協(xié)助小學(xué)中國(guó)語(yǔ)文教師建立專業(yè)學(xué)習(xí)社群」、「建立數(shù)學(xué)科學(xué)習(xí)社群協(xié)作計(jì)劃」（由教育署/教育局/優(yōu)質(zhì)教育基金秘書處資助）；另亦主持有關(guān)環(huán)境教育、信息科技教育、全方位學(xué)習(xí)計(jì)劃、生命教育等項(xiàng)目。2008年「優(yōu)質(zhì)教育躍進(jìn)學(xué)校計(jì)劃」獲得優(yōu)質(zhì)教育基金杰出獎(jiǎng)。

李子建

擔(dān)任職務(wù)

第十四屆全國(guó)政協(xié)委員^[1]

人物成就

李氏的研究興趣為課程與教學(xué)、教育改革與學(xué)校改進(jìn)、環(huán)境教育與可持續(xù)發(fā)展教育、教師發(fā)展等，著作十?dāng)?shù)種，論文100多篇。

（近5年）Scholarly Books, Monographs and Chapters?

• 李子建、許景輝（2019）：〈21世紀(jì)技能和生涯規(guī)劃教育的教學(xué)與評(píng)估〉，載於李子建、姚偉梅、許景輝（編），《21世紀(jì)技能與生涯規(guī)劃教育》，（頁(yè)77-98），臺(tái)北市，高等教育文化事業(yè)有限公司。
• 李子健、江浩民和陳念慈（2019）：〈生涯規(guī)劃教育的相關(guān)理論及維度〉，輯於李子健、姚偉梅、許景輝（編），《21世紀(jì)技能與生涯規(guī)劃教育》，（頁(yè) 51-74），臺(tái)灣，高等教育文化事業(yè)有限公司。
• 李子健和秦偉燊（2019）：〈職業(yè)倫理教育、經(jīng)驗(yàn)式學(xué)習(xí)與生涯規(guī)劃教育：企業(yè)和學(xué)校的角色〉，輯於李子健、姚偉梅、許景輝（編），《21世紀(jì)技能與生涯規(guī)劃教育》，（頁(yè) 99-127），臺(tái)灣，高等教育文化事業(yè)有限公司。
• 李子建、姚偉梅和許景輝（2019）：，輯於，《21世紀(jì)技能與生涯規(guī)劃教育》，（頁(yè)223-239），臺(tái)北市，高等教育出版公司。
• 李子建、姚偉梅和許景輝（2019）：，輯於，《21世紀(jì)技能與生涯規(guī)劃教育》，（頁(yè)1-26），臺(tái)北市，高等教育出版公司。
• 江浩民、秦偉燊和李子?。?019）：〈歐美國(guó)家的生涯教育：設(shè)計(jì)與實(shí)踐特色〉，輯於李子健、姚偉梅、許景輝（編），《21世紀(jì)技能與生涯規(guī)劃教育》，（頁(yè) 169-197），臺(tái)灣，高等教育文化事業(yè)有限公司。
• 李子建、姚偉梅、許景輝編著（2019）：21世紀(jì)技能與生涯規(guī)劃教育，臺(tái)灣，高等教育出版公司。
• Cheng E. C. K., & Lee J. C. K. (2019). Lesson Study: Curriculum Management for 21st Century Skills. In M Connolly, D. H. Eddy-Spicer, C James, & S. D. Kruse (Ed.),?The SAGE Handbook of School Organization?(447-464). UK: SAGE.
• K. Kennedy & J.C.K Lee (2018). Schools and schooling in Asia: Achievements and challenges for "Asia rising": An Introduction to the Handbook. In K. Kennedy & J.C.K Lee (Eds.),?Handbook of Schools and Schooling in Asia?(1-11). London and New York: Routledge.
• Lee, J.C.K., Maclean, R., and Yang, L.J. (2018). Life Planning Vocational and Technical Educations and Secondary Schooling in the Context of Educational Reform and Socioeconomic Changes in Hong Kong. Social and Economic Needs?(129-150). Singapore: Springer.
• Pavlova, M., Lee, C-K. J. and Maclean, R. (2018). Stepping into the world: transitions to post-school life. Social and Economic Needs?(1-10). Singapore: Springer.
• K. Kennedy and J.C.K Lee (Eds.). (2018).?Handbook of Schools and Schooling in Asia. London and New York: Routledge.
• M. Pavlova, J.C-K. Lee and R. Maclean (Eds) (2018).? Social and Economic Needs. Singapore: Springer.
• Lee, J.C.K., & Ho, O.N-K. (2017). Schools’ Support for Postschool Planning: A Hong Kong Perspective. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.),?Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs?(167-181). Singapore: Springer.
• Yu, W. M. C. & Lee, C. K. J. (2017). Sustaining entrepreneurship education in Hong Kong as a learning city through partnership building: A Case of Teen Entrepreneurs Competitions. In James et al (Eds.),?Entrepreneurial Learning City Regions: Delivering on the UNESCO 2013, Beijing Declaration on Building Learning Cities?(pp. 137-154). Dordredht:: Springer Publishers.
• Lee, J.C.K., & Song, H. (2017). Primary education. In W. J. Morgan, Q. Gu, & F. Li (Eds.),?Handbook of education in China?(95-117). Cheltenham, UK: Edward Elgar Publishing.
• Tan, I.G.C., Lee, J.C.K., Chang, T., & Kim, C. (2017). Four Asian Tigers. In Russ, A., & Krasny, M.E. (Eds.),?Urban Environmental Education Review?(31-38). New York: Cornell University Press.
• John Chi-Kin Lee and Kerry J Kennedy (Eds.) (2017).?Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics. London and New York: Routledge.
• J.C.K Lee and K. Kennedy (2017). Theorizing curriculum, teaching and learning in multiple spaces. In John Chi-Kin Lee and Kerry J Kennedy (Eds.),?Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics?(1-10). London and New York: Routledge.
• K.Kennedy and J.C.K. Lee (2017). Lessons learned from theorizing curriculum, learning and teaching in an Asia-Europe dialogue. In John Chi-Kin Lee and Kerry J Kennedy (Eds.),?Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics?(311-322). London and New York: Routledge.
• Law, E.H.F.,Galton, M., Kennedy, K. & Lee, J.C.K. (2016). Developing curriculum leadership among teachers for school-based curriculum innovations in Hong Kong: A distributed and problem solving approach. M. Robertson & P.K. Tsang,?Everyday Knowledge, education & Sustainable Futures?(177-193). Singapore: Routledge.
• Lai, K.C., Yen, K-L. and Lee, J.C.K. (2016). Teachers’ professional development for small class teaching in Hong Kong and Taiwan. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.),?Class size: Eastern and western perspectives?(193-207). New York/London: Routledge.
• Lee, J.C.K. (2016). East Asian contexts of small class teaching: Policies and practices. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.),?Class size: Eastern and western perspectives?(40-56). New York/London: Routledge.
• Zhang, E.Y., Lee, J.C.K. and Chau, M.H.F. (2016). Curriculum adaptation in small class environment in Hong Kong. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.),?Class size: Eastern and western perspectives?(232-246). New York/London: Routledge.
• Blatchford, P., Chan, K.W., Galton, M., Lai, K.C. and Lee, J.C.K. (Eds.) (2016).?Class Size: Eastern and Western Perspectives. New York/London: Routledge 291pp.
• 何榮漢、李子建、王秉豪、李璞妮、江浩民（2016）：知行合一, 同步向前 --香港教育學(xué)院執(zhí)行 「協(xié)助中/小學(xué)規(guī)劃生命教育計(jì)劃」的經(jīng)驗(yàn)，王秉豪、李子建、朱小蔓、歐用生、吳庶深、李漢泉、李璞妮編，《生命教育的知、情、意、行》，（476-490），臺(tái)灣新北市，揚(yáng)智文化。
• 王秉豪、李子建、朱小蔓、歐用生、吳庶深、李漢泉、李璞妮編（2016）：《生命教育的知、情、意、行》(Life Education: Its intellectual, emotional, volitional and practical dimensions)，臺(tái)灣新北市，揚(yáng)智文化，490頁(yè)。
• Cheng, M.M.H. and Lee, J.C.K. (2016). Different modes of field experience in teacher education programmes. In J.C.K. and C. Day (Eds.),?Quality and Change in Teacher Education – Western and Chinese Perspectives?(129-147). The Netherlands: Springer.
• Huang, X., Lee, J.C.K., Zhang, Z. and Wang, J. (2016). Teacher commitment in Northwest China: A comparative study of Han and Uighur teachers. In J.C.K. Lee, Z. Yu, X. Huang and E.H.F. Law (Eds.),?Educational Development in Western China: Towards quality and equity?(261-275). The Netherlands: Sense Publishers.
• Lee, J.C.K. and Day, C. (2016). Western and Chinese perspectives on quality and change in teacher education. In Lee, J.C.K. and Day, C. (Eds.),?Quality and Change in Teacher Education – Western and Chinese Perspectives?(1-16). The Netherlands: Springer.
• Lee, J.C.K. and Song, H. (2016). Teacher education in the Greater China region: Status, issues and prospects. In J.C.K. and C. Day (Eds.),?Quality and Change in Teacher Education – Western and Chinese Perspectives?(39-57). The Netherlands: Springer.
• Lee, J.C.K., Yu, Z., Huang, X. and Law, E.H.F. (2016). Educational Development in Western China: Towards quality and equity. In J.C.K. Lee, Z. Yu, X. Huang and E.H.F. Law (Eds.),?Educational Development in Western China: Towards quality and equity?(1-20). The Netherlands: Sense Publishers.
• Lim, C.P., Lee, J.C.K. and Jia, N. (2016). E-portfolios in pre-service teacher education: Sustainability and lifelong learning. In J.C.K. and C. Day (Eds.),?Quality and Change in Teacher Education – Western and Chinese Perspectives(163-174). The Netherlands: Springer.
• Lee, J.C.K., Yu, Z., Huang, X. and Law, E.H.F. (Eds.) (2016).?Educational Development in Western China: Towards quality and equity. The Netherlands: Sense Publishers.
• Lee, J.C.K. and Day, C. (Eds.) (2016).?Quality and Change in Teacher Education – Western and Chinese Perspectives. The Netherlands: Springer. 321 pp.
• Lam, T. S., Xu, H., Lee, C. K., Chan, K. S. J., Huang, X. H., & Zhang, S. (Eds.) (2015).?School Curriculum Change: Wisdom and Challenges. Hong Kong: Academic and Professional Book Center.
• Cheng, I.N.Y., & Lee, J.C.K. (2015). Environmental and outdoor learning in Hong Kong: Theoretical and practical perspectives. In M. Robertson, R. Lawrence, & G. Heath (Eds.),?Experiencing the outdoors: Enhancing strategies for wellbeing?(135-146). The Netherlands, Rotterdam: Sense Publishers.

Journal Publications??

• Huang, X.,Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity.Teaching and Teacher Education, 84, 57-65.
• Cheung, L.T.O.*, Ma, A.T.H., Chow, A.S.Y., Lee, J.C.K., Fok, L., Cheng, I.N.Y. & Cheang, C.C. (2019). Contingent valuation of dolphin watching activities in South China: The difference between local and non-local participants.Science of the Total Environment (SCI), 684, 340-350.
• Gu, M. Y. M., Guo, X., & Lee, J. C. K. (2019). The interplay between ethnic and academic identity construction among South Asian students in Hong Kong tertiary education.Higher Education, 77, 1-19.
• Xu, H.,& Lee, J. C. K. (2019). Exploring the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong secondary students.Journal of Career Development, 46(3), 219-234.
• Lee, J. C. K., Wan, Z. H., Hui, S. K. F., & Ko, P. Y. (2019). More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning.The Journal of Educational Research, https://doi.org/10.1080/002206, xx-xx.
• Wong, K.L., Lee, C K J., Chan, K.S.J. & Kennedy, K.J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case.Teacher Development, 23, 155-173.
• Bozymbekova, K., & Lee, J. C. K. (2018). Change and Continuity in Nation-building and Citizenship Education in Kazakhstan.Educational Practice and Theory, 40(2), 29-54.?
• 鍾明倫、李子建、秦偉燊、江浩民（2018）：香港課程改革下的價(jià)值教育: 回顧與前瞻，《香港教師中心學(xué)報(bào)》，17，19-35。
• Gu, M.M., & Lee, J.C.K. (2018). “They lost internationalization in pursuit of internationalization": Students' language practices and identity construction in a Cross-disciplinary EMI programme in a university in China”.Higher Education, online first, 1-17.
• Huang, X., Lee J.C.K., & Dong X. (2018). Mapping the factors influencing creative teaching in Chinese mainland: An exploratory study.Thinking Skills and Creativity, 31, 79-90.
• Zhang, Q., Clarke, A., & Lee, J.C.K. (2018). Pre-service teachers' professional identity development within the context of school-based learning to teach: An exploratory study in China.The Asia Pacific Education Researcher, 27(6), 477-486.
• 邱德峰、李子建（2018）：學(xué)習(xí)者身份的意涵及教育價(jià)值探析，《國(guó)家教育行政學(xué)院學(xué)報(bào)（CSSCI來(lái)源期刊）》，8，86-94。
• Yu, W. M. & Lee, C. K. J. (2018). Significance of narrative knowing in student-centred university education curricula: A Hong Kong perspective.Curriculum and Teaching, 33 (1), 39-53.
• Lee, J.C.K. (2018). Editorial.Teachers and Teaching: Theory and Practice, 24(5), 461-464.
• 邱德峰、李子建（2018）：教師共同體的發(fā)展困境及優(yōu)化策略，《河北師范大學(xué)學(xué)報(bào)(教育科學(xué)版)》，20(2)，53-58。
• 黃顯涵、李子建（2018）：突破學(xué)校課程與教學(xué)的圍城：民眾教育的視角，《課程研究》，13(1)，77-91。
• 宋萑、馮海洋、李子建（2018）：師范院校合并升格背景下的教師教育者專業(yè)困境：以一所地方新建本科院校為例，《教師教育研究（CSSCI來(lái)源期刊）》，30(1)，95-102。
• Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: A study of structural models and gender differences.International Journal of Science Education, 39(5), 507-527.
• Yin, H., Huang, S., & Lee, J.C.K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools.Teaching and Teacher Education (Elsevier, SSCI Journal), 66(2017), 127-136.
• 黃顯涵、李子建和羅厚輝（2017）：課程改革中教師挑戰(zhàn)與困境：中國(guó)大陸教師的個(gè)案分析，《教師教育研究》，29(4)，92-97, 114。
• LEE, J.C-K., LAW, E.H-F., CHUN, D.W-S. and CHAN, K.N-C. (2017). Cultivating Self-management and Leadership Skills Among Hong Kong Students.Curriculum and Teaching, 32(1), 5-24.
• Zhang, Z., & Lee, J. C.-K. (2017). Students' behavioral and emotional participation in academic activities in the mathematics classroom: A multilevel confirmatory factor analysis.The Journal of Experimental Education, 86(4), 610-632.
• 李子建（2017）：21世紀(jì)技能教學(xué)與學(xué)生核心素養(yǎng)︰趨勢(shì)與展望，《河北師范大學(xué)學(xué)報(bào)（教科版）》，19(3)，頁(yè)72-76。
• Wong, K. L., Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J. (2017). The model of teachers’ perceptions of “good citizens”: Aligning with the changing conceptions of “good citizens”.Citizenship Teaching and Learning, 12(1), 43-66.?
• Lee, J.C.K. (2017). Curriculum reform and supporting structures at schools: challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong).Educational Research for Policy and Practice, 16(1), 61-75.
• Pavlova, M., Lee, J.C.K., & Maclean, R. (2017). Complexities of school to work transitions.Educational Research for Policy and Practice, 16(1), 1-7.
• Li, Z. (Lee, J.C.K.) & Qiu, D. 李子建、邱德峰（2017）：Student's Self-regulated Learning: The Conditions and Strategies of Teaching ，《Global Education 《全球教育展望》(CSSCI journal)》，46(1)，47-57。
• Wong, K.L.,Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J (2017). Constructions of Civic Education: Hong Kong Teachers’ Perceptions of Moral, Civic and National education.Compare: A Journal of Comparative and International Education, 17, 1-19.
• Lee, J.C.K., & Chun, D.W.S. 李子建、秦偉燊（2016）：Teachers’ perspective on the role of career and life planning teachers: Implications for career and life planning education in Hong Kong ，《Hong Kong Teachers’ Centre Journal 《香港教師中心學(xué)報(bào)》》，15，27-43。
• Zhang, Q. & Lee, J.C.K. 張倩、 李子建（2016）：Teachers' Cultivation: From the Perspective of Learning to Become a Teacher ，《Journal Of Educational Studies《教育學(xué)報(bào)》(CSSCI journal)》，12(6)，32-39。
• Li, Z. (Lee, J.C.K.) & Qiu, D. 李子建、邱德峰（2016）：Communities of Practice: New Views of Teachers' Professional Identity ，《Global Education 《全球教育展望》(CSSCI journal)》，45(5)，102-111。
• Cheng, E.C.K. and Lee, J.C.K. (2016). Knowledge management process for creating school intellectual capital.The Asia-Pacific Education Researcher, doi:10, 1007/s4029-0283-4.
• Zhang, Z.H., Lee, J.C.K., & Wong, P.H. (2016). Multilevel structural equation modeling analysis of the servant leadership construct and its relation to job satisfaction.Leadership & Organization Development Journal, 37(8), 1147-1167.
• Lee, J.C.K., Pavlova, M. and Maclean, R. (2016). School-to-work Transition in Hong Kong: Suggestions for the Vocationalization of Secondary Education.Curriculum and Teaching, 31(1), 47-66.
• Tao, L. and Lee, J.C.K. 陶麗、李子建 (2016). Overseas research on teacher-student relationships: Progress and implications〈國(guó)外師生關(guān)系研究進(jìn)展探析〉.International and Comparative Education?《比較教育研究》, 38卷,314期, 61-68.
• Tao, L. and Lee, J.C.K. 陶麗、李子建 (2016). Research on school teachers’ use of new media: A perspective of teacher-student interaction. 〈中小學(xué)教師運(yùn)用新媒體的研究：師生互動(dòng)的視角〉.e-Education Research?《電化教育研究》, 37(2), 102-107.
• 李子建、朱琳（2015）：大中小學(xué)教師教育專業(yè)共同體的建構(gòu)，《教師教育學(xué)報(bào)》，2(6)，41-46。
• 李子建、江浩民（2015）：生涯規(guī)劃教育理論與實(shí)踐: 邁向優(yōu)質(zhì)教育，《香港教師中心學(xué)報(bào)》，14，89-106。
• Huang, X.H. and Lee, J.C.K. (2015). Mapping the interaction between high-stake testing and curriculum reform: A case study in Chinese mainland.Curriculum and Teaching, 30(2), 81-98.
• Ngan, M.Y., Li, K.M. & Lee, J.C.K. (2015). Teacher Professional Development in Hong Kong: The implementation of Information Technology in Education of Hong Kong schools.Hong Kong Teachers' Centre Journal, 14, 69-87.
• Huang, X.H. & Lee, J.C.K. (2015). Disclosing Hong Kong teacher beliefs regarding creative teaching: Five different perspectives.Thinking Skills and Creativity, 15, 37-47.

李氏近作包括：The?Changing?Role?of?Schools?in?Asian?Societies:?Schools?for?the?Knowledge?Society(與Kerry?Kennedy合著,?Routledge,?2008)；《課程變革：理論與實(shí)踐》(與尹弘颷合著，臺(tái)北高等教育出版公司,?2008)；Developing?Teachers?and?Developing?Schools?in?Changing?Contexts?(2008年，與Ling-po?Shiu合編，Chinese?University?Press)；《經(jīng)濟(jì)轉(zhuǎn)型期的高中教育--地近區(qū)比較與學(xué)校類型比較》(2009年，與蕭今、盧乃桂合著，北京教育科學(xué)出版社)；《優(yōu)化課堂教學(xué)：教師發(fā)展、伙伴協(xié)作與專業(yè)學(xué)習(xí)共同體》(2009年，與張善培合編，北京人民教育出版社)；《園本課程開發(fā)的理論與實(shí)踐》(2009年，與楊曉萍、殷潔合著，北京人民教育出版社)；《校本環(huán)境教育的設(shè)計(jì)與實(shí)施—邁向可持續(xù)發(fā)展》(2009年，與黃宇、馬慶堂合編著,?北京人民教育出版社)；Schooling?for?Sustainable?Development?in?Chinese?Communities:?Experience?with?Younger?Children(2009年，與Michael?Williams合編，荷蘭Springer出版社)；Educational?Evaluation?in?East?Asia:?Emerging?issues?and?challenges(2009年，與Samuel?Peng合編，美國(guó)Nova?Science?Press)；《綜合人文學(xué)科：課程設(shè)計(jì)、教學(xué)與實(shí)施》(李子建等編著，2010年，南京師范大學(xué)出版社)；《校本課程發(fā)展、教師發(fā)展與伙伴協(xié)作》(2010年，主編，北京：教育科學(xué)出版社)；《課程與教學(xué)改革：學(xué)校文化、教師轉(zhuǎn)變與發(fā)展的觀點(diǎn)》(2010年，與顏明仁編著，北京：教育科學(xué)出版社)；《建立中國(guó)語(yǔ)文科及數(shù)學(xué)科專業(yè)學(xué)習(xí)社群——理論與實(shí)踐》(2010年，與馬慶堂、高慕蓮編著，南京師范大學(xué)出版社)；《海峽兩岸及港澳可持續(xù)發(fā)展教育研究》(2011年，主編，廣州：廣州教育出版社)；Changing?Schools?in?an?Era?of?Globalization(2011年，與Brian?Caldwell合編，Routledge出版社)；New?Understandings?of?Teacher’s?Work:?Emotions?and?Educational?Change(2011年，與Chris?Day合編，Springer出版社)；《語(yǔ)文學(xué)科教育前沿》(2012年，李子建、倪文錦主編、崔晶盈副主編，北京：高等教育出版社)；Curriculum?Reform?in?China:?Changes?and?Challenges(2012年，與尹弘飚合編，美國(guó)Nova?Science?Press)；Schooling?forSustainable?Development?across?the?Pacific(2014年，與Rob?Efird合編，Springer出版社)；Asia's?High?Performing?Education?Systems:?The?Case?of?Hong?Kong(2014年，與Colin?Marsh合編，Routledge出版社)。

教學(xué)方面，李氏曾為學(xué)校改善及領(lǐng)導(dǎo)文學(xué)碩士課程及幼兒教育文學(xué)碩士課程共同主任。李氏獲頒發(fā)「一九九九年度校長(zhǎng)模范教學(xué)獎(jiǎng)」。