潘孝泉，男，汉族，1980年出生，浙江苍南人，教授，博士生导师。澳门大学访问学者。招生专业：博士研究生（学校课程与教学，英语方向）；硕士研究生：外国语言学及应用语言学、学科教学（英语）。

主持完成教育部人文社科研究项目1项、浙江省教育科学规划重点项目1项、浙江省教育科学规划一般项目3项、浙江省高等教育学会高等教育研究重点课题1项、浙江师范大学人文社科研究项目2项、浙江师范大学青年基金项目1项、金华市社科联项目3项、院级项目3项、横向项目1项等。以独立作者出版2部学术专著《外语教师专业成长过程中的自主反思型探究》、《混合学习空间视域下的大学英语教学研究》。在《中国高教研究》、《学术探索》、《Educational Technology Research and Development》、《Interactive Learning Environments》、《Asia Pacific Journal of Education》、《Current Psychology》、《SAGE Open》等CSSCI、SSCI核心期刊以及国内其他学报上公开发表学术论文60余篇(SSCI收录论文近20篇)，其中2篇论文被中国人民大学《复印报刊资料》全文转载。

主持浙江省“十四五”本科省级教学改革项目1项；主持完成浙江省高等教育课堂教学改革项目1项、省级一流本科课程1项、浙江师范大学重点教改项目1项、浙江师范大学一般教改项目1项、浙江师范大学课程实践教学项目1项、浙江师范大学青年教改项目2项；参与完成浙江省重点教材建设项目1项，参与编写教材1部，参与浙江省高等教育教学改革项目和课堂教学改革项目2项；2011年获评浙江师范大学第六期“教学特聘岗位”。

担任Computers & Education, Education and Information Technologies, Current Psychology, Behavior & Information Technology, Acta Psychologica, BMC Psychology, Asia Pacific Education Review, Frontiers in Psychology, Asia Pacific Journal of Education, Humanities & Social Sciences Communications, Scientific Reports等SSCI/SCI期刊审稿人。

一、 专著：

[1] 潘孝泉.混合学习空间视域下的大学英语教学研究 [M].北京：光明日报出版社，2021.    

[2] 潘孝泉.外语教师专业成长过程中的自主反思型探究[M].北京：光明日报出版社，2013.

二、代表性学术论文

[1] Zheng, Q., & Pan, X*. (2025). Examining the impact of online teacher feedback on learning engagement: the mediating roles of technological self-efficacy and learning motivation. INTERACT LEARN ENVIR, Vol, 33. (通讯作者)

[2] Wang, F., & Pan, X*. (2025). Exploring the association between episodic future thinking and learning engagement under intrinsic motivation mediation and teacher support moderation. SCI REP, Vol.15, 18770.  (通讯作者)

[3] Zheng, Q., Yuan, Z., & Pan, X*. (2025). Examining the influencing effect of EFL students’ digital literacy on their online learning power: the mediating role of perceived teacher support. ASIA PAC J EDUC, 45(1). (通讯作者)

[4] Zheng, Q., & Pan, X*. (2025). Perceived teacher support and learning engagement: The mediating effect of psychological capital. SOC BEHAV PERSONAL, 53(11). (通讯作者)

[5] Pan, X., & Lin, L. (2025). Online presence and technology-enhanced language learning experience: a multivariate relationship of learning aspiration, perceived authenticity and learning engagement. ETR&D-EDUC TECH RES, 73(2).

[6] Pan, X. (2023). Online Learning Environments, Learners' Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation. SAGE Open, 13(4).

[7] Pan, X. (2023). Influence of Teachers’ Synchronous Support on Students’ Language Learning Behavioral Engagement in Online Course. Psychology Research and Practice, Vol. 2.

[8] Pan, X., & Yuan, Z. (2023). Examining the association between peer support and English enjoyment in Chinese university students: the mediating role of regulatory emotional self-efficacy. FRONT PSYCHOL, Vol. 14.

[9] Pan, X., & Yao, Y. (2023). Enhancing Chinese students’ academic engagement: the effect of teacher support and teacher-student rapport. FRONT PSYCHOL, Vol. 14.

[10] Pan, X. (2022). Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning. FRONT PSYCHOL, Vol. 13.

[11] Pan, X. (2022). Examining the influencing factors and the functioning mechanism of online learning supporting learners’ empowerment. FRONT PSYCHOL, Vol. 13.

[12] Pan, X., & Luo, Y. (2022). Exploring the multidimensional relationships between social media support, social confidence, perceived media credibility and life attitude during the COVID‑19 pandemic. CURR PSYCHOL, 41(6).

[13] Pan, X., & Chen, W. (2021). Modeling Teacher Supports Toward Self-directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-efficacy as Mediators. FRONT PSYCHOL, Vol.12.

[14] Pan, X., & Shao, H. (2020). Teacher online feedback and learning motivation: Learning engagement as a mediator. SOC BEHAV PERSONAL, 48(6).

[15] Pan, X. (2020). Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator. FRONT PSYCHOL, Vol.11.

[16] Pan, X., & Gan, Z. (2020). Perceiving Technology-Based Professional Development Practices for Teachers: Accounts From English as a Foreign Language (EFL) Teachers in China. INT J COMPUT-ASSIST, 10(2). 

[17] Pan, X., & Gan, Z. (2019). Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. INT J SOC SCI EDUC RES, 5(1). 

[18] 潘孝泉.以学科文化为依托的研究生英语教学改革新方向[J].中国高教研究，2011年第1期。

[19] 潘孝泉.基于“素养”的阅读：中学英语阅读教学的范式转变[J].课程教学研究，2017年第7期。【该文被人大复印报刊资料《中学外语教与学》2017年第11期全文转载】

[20] 潘孝泉.从语言的社会文化性透视中学英语文化教学[J].教师博览(科研版)，2017年第4期。【该文被人大复印报刊资料《中学外语教与学》2017年第9期全文转载】