CCEF

在本届剑桥中国教育论坛中，我们荣幸地汇集了来自剑桥大学教育学院的多位杰出学者作为顾问团队成员，这些专家在教育学、心理学、认知科学等多个领域展示了卓越的学术成就和实践贡献。以下是我们的剑桥大学顾问团队成员的简要介绍：

In the 2025 Cambridge China Education Forum, we are privileged to convene an esteemed group of scholars from the Faculty of Education at the University of Cambridge. These distinguished experts bring to the forum their remarkable academic prowess and practical contributions indiverse disciplines, including education, psychology, and cognitive science,and more. The following provides a succinct overview of our advisory team's members from University of Cambridge:

Dr. Tyler Denmead

剑桥大学教育学院的大学副教授, 剑桥大学皇后学院的院士、学院院长和教育学研究主任。他是《创造性下层阶级：青年、种族与正在绅士化的城市》的作者。他担任《剑桥教育杂志》的执行主编。他获得了多个教学奖项，包括在2023年被FindAPhD.com选为全国博士生导师年度最佳和在2019年被学生投票选为剑桥大学最佳讲师。他还曾是美国罗德岛州普罗维登斯新城市艺术的创始执行总监，这是一个为来自资源不足社区的新兴艺术家提供的全国公认的艺术工作室。

Dr. Tyler Denmead is a University Associate Professor in Education at the Faculty of Education, University of Cambridge. He is also a Fellow, Dean of College, and Director of Studies in Education at Queens’ College, Cambridge. He is the author of The Creative Underclass: Youth, Race, and the Gentrifying City (Duke UniversityPress, 2019). He serves as the Executive Editor of the Cambridge Journal of Education. He has received several teaching awards including being selected National PhD Supervisor of the Year by FindAPhD.com in2023 and being voted by students as the Best Lecturer at the University ofCambridge in 2019. He also served as the founding executive director of New Urban Arts in Providence, Rhode Island USA, a nationally recognised arts studiofor emerging artists from under-resourced communities.

Prof. Rupert Wegerif

剑桥大学教育系教授，未来教育研究中心（Digital EducationFutures Initiative, DEFI）创立者与学术负责人，剑桥教育对话研究组（CambridgeEducational Dialogue Research, CEDiR）指导组成员。他在教育理论、教育心理学和教育技术领域发表了一系列有影响力的学术文章与著作，主要研究方向包括：数字教育、对话教育、计算机支持的协作学习、集体智慧、基于设计的研究等。他为互联网时代的教育提供了一种新途径：作为扩大对话空间的教育（education as expanding dialogic space）。

Rupert Wegerif is a Professor at the Faculty of Education, University of Cambridge, Founder and Academic Director of the Digital Education Futures Initiative (DEFI), Member of the Steering Group of Cambridge Educational Dialogue Research (CEDiR). He has published manyinfluential academic articles and books in the fields of educational theory, educational psychology, and educational technology. His research interestsinclude digital education, dialogic education, computer-supported collaborative learning, collective intelligence, and design-based research. He offers a new approach to education in the Internet age: education as expanding dialogic space.

Dr. Morag Morrison-Helme

Morag曾在澳大利亚、英国、瑞典、哈萨克斯坦和中国的多个环境中教授戏剧和应用戏剧。她的研究兴趣在于体验和体现学习与教学实践和变革性学习之间的概念领域。Morag一直参与关于冲突管理、学生话语权和通过应用戏剧实现民主教学与学习的研究。她开展了许多研究项目，包括探讨同伴教学在重新激励失学女孩中的作用，以及通过戏剧进行冲突缓解教育。Morag最近的教学和研究活动与广泛的职业发展背景下的变革性学习相关，包括英国的中学教师职前教育、哈萨克斯坦的教师改革重大项目、瑞典的护理教育，以及最近在中国的英语作为第二语言教师教育，她正在探索戏剧教育法如何支持第二语言习得。

Morag has been working in the Faculty of Education at the University of Cambridge since 2002. She supervises and lectures on undergraduate, graduate and postgraduate courses in Teacher Education, Drama, Creativity and Arts Education.

Morag has taught Drama and Applied Theatre across a range of settings in Australia, the United Kingdom, Sweden, Kazakhstan and China. Her research interests lie in the conceptual area of experiential and embodied learning linked to pedagogic praxis and transformative learning. Morag has been involved in ongoing research in Conflict Management, Pupil Voice and Democratic Teaching and Learning through Applied Theatre. She has developed a number of research projects, including an exploration of the role peer teaching may be able to play in re-engaging disaffected girls and conflict education through Drama. Morag's most recent teaching and research activities have been linked to transformative learning in a wide range of Professional Development contexts, including pre-service Secondary Teacher Education in the UK, a major programme of teacher reform in the Republic of Kazakhstan, Nursing Education in Sweden and most recently English Second Language Teacher Education in China, where she is exploring how Drama pedagogy may support Second language acquisition.

Prof. Alan Barrell DBA., Dip M., FRSA

艾伦·巴雷尔教授（工商管理博士；市场营销文凭；英国皇家艺术学会会士）。

艾伦在医疗保健和医学研究领域拥有丰富经验，曾担任多家大型跨国企业及小型科技初创公司的董事长兼首席执行官。他在英国、欧洲、北美及亚洲多所大学任教，并担任欧洲和中国高校的教授职务。他主导筹集并管理过风险投资基金，同时是天使投资人及多家慈善机构的受托人。因其在促进企业发展方面的贡献，他曾获颁英国女王企业促进奖，并被授予芬兰白玫瑰骑士团一等骑士勋章以表彰其教育服务成就。艾伦目前的研究重点包括：科研成果商业化、科技初创企业培育、创新区与生态系统研究（重点关注科学园区和创新中心发展），以及推动英中贸易与文化关系建设。他积极倡导“无国界世界”的愿景。现任辽宁大学经济学院客座教授、山东大学兼职教授，并担任剑桥中国未来创意阶层研究院（CFCC Cambridge Academy）院长。

Alan has worked in Health Care and Medical Research, as Chairman and Chief Executive of large multi-national companies and smaller technology start-ups. He teaches in Universities in UK, Europe, North America and Asia with Professorships in European and Chinese Universities. He has raised and managed a Venture Capital Fund, is a Business Angel Investor and Trustee of charities. He has been honoured with The Queen’s Award for Enterprise Promotion in the UK and with membership as Knight First Class of the Order of the White Rose of Finland for services to Education. His current work is focussed on the commercialisation of research, technology start-ups, understanding Innovation Districts and Ecosystems with a focus on Science Parks and Innovation Centres, together with development of UK-China Trade and Cultural   Relationships. Alan promotes the vision of “A World Without Borders”. Presently he is Visiting Professor Liaoning University School of Economics and Guest Professor University of Shandong and Director of CFCC – China Future Creative Class – Cambridge Academy.

Dr. Steven Watson

Dr. Steven Watson是剑桥大学教育学院的副教授。他还是 Glenlead Centre 的教育研究主管、Steven Watson 学术咨询公司的负责人以及北京师范大学的外籍专家。此外，他还担任《Cambridge Journal of Education》的副执行主编。Steven 的研究主要集中在教师的专业发展、社交媒体的作用以及民粹主义和科学对英格兰和澳大利亚教育政策的影响。最近，他进一步的研究重点是人工智能和 ChatGPT 在教育中的整合。

Dr. Steven Watson is an Associate Professor at the Faculty of Education, University of Cambridge. He is also the Director of Education Research at the Glenlead Centre, the founder of Steven Watson Academic Consulting, and a foreign expert at Beijing Normal University. In addition, he serves as the Deputy Executive Editor of the Cambridge Journal of Education. Steven’s research primarily focuses on professional development for teachers, the role of social media, and the impact of populism and science on education policy in England and Australia. Recently, his further research has centered on the integration of artificial intelligence and ChatGPT in education.