一、个人简介
陶阳，江苏盐城人，现任南京大学教育研究院课程与教学研究所特任助理研究员。毕业于香港大学，获哲学博士学位。
二、研究方向
主要研究领域为教育心理学、学习科学、课程与教学论。主要研究方向为课堂互动与对话式教学、创造力测量与评价、教师专业发展。
三、学术发表
在Educational Research Review、British Educational Research Journal、Thinking Skills and Creativity和《全球教育展望》等刊物上发表学术论文多篇。在美国教育研究协会（AERA）年会、学习科学国际协会（ISLS）年会等顶级学术会议作口头报告多次。
[1]Tao, Y., Wang, D., & Chen, G. (2025). How does dialogic teaching facilitate students’ creative thinking? Evidence from a sequential analysis of teacher-student dialogue in primary language classrooms. British Educational Research Journal. (SSCI, 已录用, 待刊)
[2]Tao, Y., & Chen, G. (2024). The relationship between teacher talk and students’ academic achievement: A meta-analysis. Educational Research Review, 45, 100638. (SSCI, Top期刊)
[3]Tao, Y., Wu, F., Zhang, J., & Yang, X. (2023). Constructing a classroom observation instrument of creative potential for primary school students. Thinking Skills and Creativity, 49, 101317. (SSCI)
[4]Tao, Y., & Chen, G. (2023). Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature. Learning, Culture and Social Interaction, 39, 100702. (SSCI)
[5]陶阳, 杨向东, 吴方文. (2023). 学生创造性潜能的课堂观察. 全球教育展望, 52(12), 97–108. (CSSCI，人大复印资料《中小学教育》2024年第5期全文转载)
[6]Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. (SSCI, 领域前1%高被引论文，该期刊最近三年发表的被引用次数最多的文章)
[7]Yu, Y., Tao, Y., Chen, G., & Sun, C. (2024). Using learning analytics to enhance college students’ shared epistemic agency in mobile instant messaging: A new way to support deep discussion. Journal of Computer Assisted Learning, 40(3), 1166–1184. (SSCI)
[8]Wang, D., Tao, Y., & Chen, G. (2024). Artificial intelligence in classroom discourse: A systematic review of the past decade. International Journal of Educational Research, 123, 102275. (SSCI)
[9]Yu, Y., Chen, G., Tao, Y., Li, X., Yang, L., & Dong, S. (2022). Promoting college students’ systems thinking in asynchronous discussions: Encouraging students initiating questions. Frontiers in Psychology, 13, 1028655. (SSCI)
[10]陈依婷, 陶阳, 杨向东. (2021). 社会经济地位对父教缺失学生学业成绩的影响机制：父母参与—学生自我教育期望的链式中介作用. 全球教育展望, 50(10), 115–128. (CSSCI)
四、联系方式
办公地点：南京大学仙林校区潘琦楼B106-2
电子邮件：ytao@nju.edu.cn
