导航
  首页 > 师资力量 > 按姓氏笔画 > 在职教师 > 正文

师资力量

   
尹莉                            
 清华大学外文系长聘教授,博士生导师,教育心理学博士

学历

美国伊利诺伊大学香槟分校  教育心理学博士(2005)

吉林大学  语言学硕士(1997)

吉林大学  英语语言文学学士(1994)

 

工作经历

2013/12  至今         清华大学外文系 教授

2008/12-2013/12   清华大学外文系 副教授

2015/08-2016/07   美国华盛顿大学人类发展与障碍研究中心 富布赖特访问研究学者

2005/10-2008/12   清华大学外文系 讲师

2001/08-2005/10   美国伊利诺伊大学香槟分校阅读科学研究中心 助研员

1999/12-2001/07   清华大学外文系 讲师

1997/04-1999/12   清华大学外文系 助教

 

研究方向

读写发展与障碍;语言认知; 学习心理;教师教育

 

讲授课程

阅读心理学;研究设计基础;学习心理学;学习科学探新;正念与日常

 

主要论著

SSCI及中文核心期刊论文

Ye, Y., Tong, C., McBride, C., Yin, L., &Tse, C. (2021). Concurrent and longitudinal predictors of beginning writing in Chinese: The unique role of copying skills. Reading and Writing. Mar 2021 (Early Access). DOI: 10.1007/s11145-021-10149-2.

Anna Gurevich, 尹莉(2021).《以色列外来移民希伯来语教育的实践和意义》,《语言战略研究》,6(5), 60-68

Ye, Y., McBride, C., Yin, L., Cheang, L., &Tse, C. (2020). A model of Chinese spelling development in Hong Kong kindergarteners. Journal of Learning Disabilities. Dec 2020 (Early Access). DOI: 10.1177/0022219420979959.

Yin, L.*, Joshi, R. M., Li, D., & Kim, S-K. (2020). Decisions about consonant doubling among nonnative speakers of English: Graphotactic and phonological influences. Reading and Writing, 33(7), 1839-1858.

Bae, H.S., Yin, L., & Joshi, R. M. (2019). Knowledge about basic language constructs among teachers of English as a

        foreign language in China and South Korea. Annals of Dyslexia, 69, 136–152. DOI: 10.1007/s11881-018-00169-z

Otake, S., Treiman, R., & Yin, L. (2018). Preschoolers’ knowledge about language-specific properties of writing.

         British Journal of Developmental Psychology, 36 (4), 667-672. DOI:10.1111/bjdp.12240

Yin, L.* & McBride, C. (2017). Unspoken knowledge: Kindergarteners are sensitive to patterns in Chinese pinyin before

        formally learning it. Language, Cognition and Neuroscience. 33, 65-76. DOI: 10.1080/23273798.2017.1360502

Li, S. & Yin, L. * (2017). Sensitivity to stroke emerges in kindergartners reading Chinese script. Frontiers in Psychology,

        8, 1-8. DOI: 10.3389/fpsyg.2017.00889

Otake, S., Treiman, R., & Yin, L. (2017). Differentiation of writing and drawing by U.S. two- to five-year-olds. Cognitive

        Development, 43, 119-128. DOI: 10.1016/j.cogdev.2017.03.004

Zhang, L., Yin, L.*, & Treiman, R. (2017). Chinese children's early knowledge about writing. British Journal of

        Developmental Psychology, 35 (3), 349-358. DOI: 10.1111/bjdp.12171

Yin, L.* & McBride, C. (2015). Chinese kindergartners learn to read characters analytically. Psychological Science. 26(4),

        424-432.

Wang, Y., Yin, L.*, & McBride, C. (2015). Unique predictors of early reading and writing: A one-year longitudinal study

         of Chinese kindergarteners. Early Childhood Research Quarterly, 32 (3), 51-59.

Yin, L.* & Treiman, R. (2013). Name writing in Mandarin-speaking children. Journal of Experimental Child Psychology,

        116, 199-215.

尹莉, Richard Anderson, 魏莉薇2013《类比策略对汉语儿童英语阅读能力的影响》,《中国特殊教育》,第3期

Luo, Y., Chen, X. Deacon, S., Zhang, J. & Yin, L. (2013). The role of visual processing in learning to read Chinese

        characters. Scientific Studies of Reading, 17 (1), 22-40.

Yin, L.*, Li. W., Chen, X., Anderson, R. C, Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and pinyin

        in Chinese reading. Writing Systems Research, 3 (1), 59-68.

Treiman R. & Yin, L.* (2011). Early differentiation between drawing and writing in Chinese young children. Journal of

        Experimental Child Psychology, 108, 786-801.

Yin, L.* (2009). Finding its way in the tide of globalization: Tendency and deficiency of Chinese children’s literature since

         mid-1990s. Neohelicon 36(1), 73–85.

Wu, X., Anderson, R., Li, W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q, Yin.,

        L., He, Y., Packard, & J., Gaffney, J. (2009). Morphological awareness and Chinese children’s literacy development:

       An intervention study. Scientific Studies of Reading, 1, 26-52.

Yin, L.*, Anderson, R., & Zhu, J. (2007). Stages in Chinese children’s reading of English words, Journal of Educational

        Psychology, 99 (4), 852-866.

尹莉 2007 《全球化研究的历史性突破》,《中国图书评论》, 第5期

英文图书章节

Yin, L. & Sun, Y. (2017). Chinese-speaking societies. In Kucirkova, N., Snow, C., Grover, V., & McBride, C. (Eds.), The

         Routledge International Handbook of Early Literacy Education, 223-232.UK: Routledge

Yin, L. (2017). Development of writing skills in children. In Sybesma, R., Behr, W., Gu, Y., Handel, Z., Huang, C.-T., J.,

        & Mayers, J. (Eds.), Encyclopedia of Chinese Language and Linguistics, 29-32. Koninklijke Brill NV, Leiden, The

        Netherlands.

译著

Storr, A. (2001). Freud. A Very Short Introduction. Oxford University Press.《弗洛伊德与精神分析》(2008),尹莉

     (译),外语教学与研究出版社

国际会议论文

Sun, R., Yin, L., Joshi, R., Gurevich, A., & Chen, C. Counting and rapid automatized naming: Relations to arithmetic and

        reading fluency in Chinese children. The Fourth Annual Conference of Association for Reading and Writing in Asia

        Beijing, China, Feb. 27-28, 2020

Gurevich, A.., Yin, L., McBride, C., & Zheng, K. Orthographic awareness and reading in Chinese among bilingual

        kindergarteners learning Chinese a second language (CSL). The Fourth Annual Conference of Association for Reading

         and Writing in Asia, Beijing, China, Feb. 27-28, 2020

Zheng, K., Yin, L., Joshi, R., Sun, R., & Tan, T. Relations of compounding awareness and growth mindset to reading

        comprehension in Chinese children. The Fourth Annual Conference of Association for Reading and Writing in Asia,

        Beijing, China, Feb. 27-28, 2020

Yin, L., Joshi, R. M., Li, D., & Kim, S-K. Graphotactic as well as phonological influences on decisions about consonant

        doubling among non-native speakers of English. The Third annual Conference for the Association for Reading and

        Writing in Asia. Goa, India, 2019.2.28-3.1

Yin, L. & McBride, C. Sensitivity to symmetry in Chinese characters and early literacy: A longitudinal study. The 24th

         annual conference for the Society for the Scientific Study of Reading (SSSR), Halifax, Nova Scotia, Canada, 2017. 07

        12-15.

Yin, L., Joshi, R. M., & Yan, H. Knowledge about dyslexia among in-service early literacy teachers in China. The First

        Annual Conference of the Association for Reading and Writing in Asia (ARWA). Hong Kong, China, 2017. 02. 24-25.

Yin, L. & McBride, C. Sensitivity to phonological representation of Chinese in the  kindergarteners. The 22nd Annual   

          Conference of the Society for the Scientific Studies of Reading (SSSR), Hawaii, USA, 2015.07.15-18.

Sun Y., Yin, L., & McBride, C. Chinese kindergarteners use orthographic knowledge in learning to write. The 22nd

        Annual Conference of the Society for the Scientific Studies of Reading (SSSR), Hawaii, USA, 2015.07.15-18.

Yin, L. The teenage behavior and brain: Reflections on the low-age trend in the flow of Chinese students to the West.

        International Conference on Humanities and Social Sciences, Globalization, and China. Beijing, China. 2014.5.15-17

Yin, L. & McBride-Chang, C., Chinese kindergarteners learn to read characters analytically. The 20th Annual Conference

         of the Society for the Scientific Studies of Reading (SSSR), Hong Kong2013.07.10-13

Yin, L. & Treiman, R., How Chinese children learn to write their names, The 19th Annual Conference of the Society for

        the Scientific Studies of Reading (SSSR), Montreal, Canada, 2012.07.11-14.

Yin, L. & Treiman, R., Young Chinese children differentiate between drawing and writing, The 17th Annual Conference

       of the Society for the Scientific Studies of Reading (SSSR), Berlin, Germany, 2010.07.12-15.

Yin, L., Chinese children follow similar developmental pattern in decoding English words: Evidence from Chinese 2nd,

        4th, and 6th graders. International Conference of British Dyslexia Association, Harrogate, UK2008.04.12-13.

特邀报告

尹莉,学生阅读学习困难:教师知多少?大城市教科院联盟全国三次学术年会暨第三届脑科学与教育论坛,2020.12.16

尹莉,汉语早期读写发展研究与思考。上海交通大学马丁中心适用语言学云端论坛,2020.11.29

尹莉,基于成长心理模式的早期发展生态对幼儿读写能力及脑智发展的影响。婴幼儿脑智发育全国协同研究第一届研讨会,2018.4.28北京

尹莉,构建基于成长心理模式的幼儿阅读发展生态。儿童早期阅读幼儿园园长论坛,2018.1.10,北京

尹莉,成长型思维与教育创新:让每一个孩子的能力增长。安庆创新思维教育成果研讨会,2019.3.29,安徽

尹莉,正念与生俱来,幸福在你心中。北京大学国家发展研究院人文与社会跨学科讲座,2015.6.13,北京

莉,阳光下的清朗:正念与父母养育。首都师范大学大型父母课堂系列讲座,2013.11.20. 北京

尹莉,汉语幼儿文字知识发展研究。中国科学院心理研究所阅读与视觉认知实验室,2015.8.11,北京

 

参加或主持的项目

主持国家社会科学基金一般项目(21BYY110): 阅读成分模型在汉语单语儿童中的检验研究,2021/10-2025/12,20万元。

主持国家自然科学基金面上项目(81371497): 汉语阅读障碍高危儿童早期鉴别新视角-内隐文字知识与形音匹配学习能力,2014/01-2017/12,700, 000元。

主持国家自然科学基金青年项目(30800305):汉语幼儿图画与文字的区分,2009/01-2011/12,180, 000元。

主持清华大学自主科研计划应用研究专项(W02)(2016THZWYY07):基于成长心理模式的早期阅读干预,2017/01-2019/12,300, 000元。

主持中国科学院心理研究所行为科学重点实验室开放基金(2014-2016):儿童早期汉字形态认知发展及与读写能力的关系,2014/09-2016/08,30, 000元。

主持清华大学自主科研计划青年项目(20121088017):内隐统计学习与文字视觉形态意识:读写障碍早期征兆研究新视角,2012/07-2015/06,300, 000元。

主持清华大学人文社科振兴基金项目:汉语儿童双语读写发展研究,2008/01-2009/12,30, 000元。

主持教育部回国留学人员科研启动基金项目:类比策略与英汉读写发展, 2006/1-2007/12,20, 000元。

 

学术服务

担任SSCI期刊Reading and Writing: An Interdisciplinary Journal副主编;

担任亚洲读写协会 (Association for Reading and Writing in Asia) 董事会成员;

担任自然科学基金委评议专家

 - 国家自然科学基金(2010-至今)

 - 北京市自然科学基金(2011至今)

 - 香港研究资助局(RGC)(2012-至今)

 - 香港政府语文教育与研究常务委员会研究发展项目(2015至今)

担任SSCI期刊匿名审稿人:

 - Developmental Psychology(2012-至今)                                                                     

 - Developmental Science(2011-至今)

 - Scientific Studies of Reading (2011-至今)

 - Reading and Writing: An Interdisciplinary Journal(2010-至今)

 - PLoS ONE (2013至今);

 - Journal of Learning Disabilities(2013至今)

 - Applied Psycholinguistics (2015-至今)

 - Early Childhood Research Quarterly (2016-至今)

 - Research in Developmental Disabilities (2016-至今)

联系方式

地址:北京清华大学文南楼313室 邮政编码:100084

电话:010-62781156

电子邮件:yinl@tsinghua.edu.cn

 

Copyright © 2017 清华大学.All Rights Reserved  地址:北京市海淀区清华大学  邮编:100084