我现任浙江大学教育学院「新百人计划」研究员、博士生导师。

我于伦敦大学学院（University College London）和香港大学（The University of Hong Kong）获得硕士学位（以一等学位毕业），于2025年获香港大学博士（Ph.D.）学位。博士毕业后，曾于香港大学担任香港特别行政区政府资助的新晋学者（Junior Research Fellow Scheme, JRFS）。

研究方向主要包括技术辅助语言教育（Technology-enhanced Language Learning）、人工智能教育（AI in Education）等。截至目前，已发表期刊论文和国际会议论文20余篇。相关成果发表于Computers & Education、Computers in Human Behavior、Journal of Computer Assisted Learning等中科院一区TOP期刊，和ACL Main Conference、AERA Annual Meeting、AECT International Convention等国际顶级学术会议。

主持或参与多项科研项目。曾获香港特别行政区政府研究资助局新晋学者计划（JRFS）资助，全港所有学校所有学科仅30人入选，获百万港币资助。获资助项目为 Multimodal AI in Language Education: Usage, Model Optimization, and Experiments（项目编号：UGC/GEN/612）。此外，参与教育部《人工智能教育伦理：参考框架》《人工智能通识教育白皮书》等文件的编写，并参与推进教育部未来教师公益计划。

研究成果具有较高的国际学术影响力。其中，一篇第一作者论文获美国权威科普媒体Scientific American（《科学美国人》）专题报道；共有4篇第一作者论文入选ESI高被引论文（Highly Cited Papers）。曾获香港大学校级全额奖学金HKU Foundation Postgraduate Fellowships、香港大学论文发表奖等多项荣誉。现担任多本SSCI一区国际期刊审稿人。

我始终关注技术如何拓展学习的可能性，期待与志同道合的研究者、教育实践者及潜在学生开展合作，共同探索未来教育的发展。欢迎写信开展合作：fzjin@hku.hk或fangzhoujin@zju.edu.cn

📝 期刊论文

英文

"Jin, F.", Lin, C. H., & Lai, C. (2026). Profiles of ESL Postgraduate Students’ Use of Artificial Intelligence in Writing: Antecedents and Outcomes. Computers & Education, 253, 105689. [中科院一区 TOP; JCR一区; IF: 13][网页]
"Jin, F.", Pan, Y., Sun, L., and Lin, C.-H. (2025). High Heels, compass, spider-Man, or drug? Metaphor analysis of artificial intelligence in academic writing. Computers & Education, 288, 105248. [中科院一区 TOP; JCR一区; IF: 13; 被 Scientific American报道；ESI 高被引] [网页] [报道]
Sun, Z., Xu, R., Deng, L., "Jin, F.", Song, Z., and Lin, C.-H. (2023). Beyond coding and counting: Exploring teachers’ practical knowledge online through epistemic network analysis. Computers & Education, 192, 104647. [中科院一区 TOP; JCR一区; IF: 13] [网页]
"Jin, F.", Lin, C.-H., and Lai, C. (2024). Modeling AI-Assisted writing: How self-regulated learning influences writing outcomes. Computers in Human Behavior, 165, 108538. [中科院一区 TOP; JCR一区；IF: 10.6] [网页]
"Jin, F.", Song, Z., Cheung, W. M., Lin, C.-H., and Liu, T. (2023). Technological affordances in teachers’ online professional learning communities: A systematic review. Journal of Computer Assisted Learning, 40(3), 1-21 [中科院一区 TOP; JCR一区；IF: 5.4][网页]
"Jin, F.", Lin, C.-H. (Revision). Exploring the effect of GenAI on students’ writing and visualizing the writing process through Heart Rate Variability.
"Jin, F.", Peng, X., Sun, L., Zhou, K., Song, Z., and Lin, C.-H. (2025). Knowledge (co-)construction among artificial intelligence, novice and experienced Teachers in an online professional learning community. Journal of Computer Assisted Learning, 41(2), 1–21. [中科院一区 TOP; JCR一区；IF: 5.4] [网页]
Zhou, K., "Jin, F.", Li, W., Song, Z., and Lin, C.-H. (2024). The Design of technology-enhanced vocabulary learning: A systematic review. Education and Information Technologies, 29, 1–23. [JCR一区; IF: 4.8] [网页]
Song, Z., Qin, J., "Jin, F.", and Lin, C.-H. (2025). A case study of teachers’ generative artificial intelligence integration processes and factors influencing them. . Teaching and Teacher Education. 165, 105157 [中科院一区 TOP; JCR一区; IF: 4.5] [网页]
Lin, C.-H., Zhou, K., and "Jin, F." (2024). More is not always better? Vocabulary learning strategies instruction in online environment. Interactive Learning Environments, 32(10), 24–41. [JCR一区; IF: 4.5] [网页]
Sun, L., "Jin, F.", Zhou, K., Lin, C.-H., and Cheung, W. M. (2025). From clueless to confident: How ChatGPT can transform L2 academic writing. International Journal of Applied Linguistics. [JCR一区; IF: 2.1] [网页]

中文

金方舟. (2020). 提供写作支架助力过程指导——以《“突出中心”写作思维训练》为例. 中学语文教学, 2020(09), 39–42. [北大核心期刊；人大复印资料转载]

🏛️ 会议论文

Jin, F., Lai, C., Lin, C.-H. (2026, April). Profiles of postgraduate students’ use of artificial intelligence in writing: Antecedents and outcomes. AERA Annual Meeting, Los Angeles, California.
Jin, F., Deng, H., Yang, Z., Sun, Z., Lin, C.-H. (2026, April). Measuring teachers’ generative AI use: Scale development and validation. AERA Annual Meeting, Los Angeles, California.
Jin, F., Peng, X., Sun, L., Zhou, K., Song, Z., and Lin, C.-H. (2025, October). Knowledge (Co)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community. AECT Annual Convention, Las Vegas, Nevada.
Jin, F., Lai, C., and Lin, C.-H. (2025, October). Modeling AI-Assisted Writing: How Self-Regulated Learning Influences Writing Outcomes. AECT Annual Convention, Las Vegas, Nevada.
Jin, F., and Lin, C.-H. (2025, October). Reducing cognitive load, but limiting novelty and diversity: Exploring generative AI’s role in writing through visualization of the cognitive process. AECT Annual Convention, Las Vegas, Nevada.
Jin, F., and Lin, C.-H. (2025, April). Exploring the effect of GenAI on students’ writing and visualizing the writing process through HRV. AERA Annual Meeting, Denver, Colorado.
Jin, F., and Lin, C.-H. (2025, April). High Heels, compass, Spider-Man, or drug? Metaphor analysis of artificial intelligence in academic writing. AERA Annual Meeting, Denver, Colorado.
Jin, F., Song, Z., Sun, L., and Lin, C.-H. (2024, April). The AI assistant in teacher online professional learning communities: What matters most and how? AERA Annual Meeting, Philadelphia, Pennsylvania.
Jin, F., Song, Z., Cheung, W. M., and Lin, C.-H. (2023, April). Affordances of Technology in Online Teacher Professional Learning Communities: A Systematic Review. AERA Annual Meeting, Chicago, Illinois.
Wu, T., Chen, J., Lin, W., Zhan, J., Li, M., Jin, F., Zhang, M., Kuang, K., & Wu, F. (2026). Tailoring Diagnostic Modeling to Individual Learners: Personalized Distractor Generation via MCTS-Guided Reasoning Reconstruction. ACL 2026. [CCF-A类会议]
Song, Z., Qin, J., Jin, F., Cheung, W. M., Lin, C.-H. (2026, April). Exploring teachers’ integration of generative AI: A case study of processes and influencing factors. AERA Annual Meeting, Los Angeles, California.
Sun, L., Jin, F., Lin, C.-H., and Cheung, W. M. (2024, April). From clueless to confident: How ChatGPT can transform L2 academic writing. AERA Annual Meeting, Philadelphia, Pennsylvania.
Song, Z., Jin, F., Lin, C.-H., and Cheung, W. M. (2024, April). Unveiling the Pathways to Informal Learning: A Mixed-method Investigation into Motivation and Attitudes of Teachers. AERA Annual Meeting, Philadelphia, Pennsylvania.
Lin, C.-H., Zhou, K., Jin, F., Li, W., and Song, Z. (2022, July). Instructional design of technology-enhanced vocabulary learning activities: A research synthesis. AERA Annual Meeting, San Diego, California.
Song, Z., and Jin, F. (2021, December). Explore the next generation mobile learning environment for classical Chinese vocabulary: A survey study of mobile apps. International Conference on Learning and Teaching (ICLT2021), Online.
Lin, C.-H., Zhou, K., Jin, F., Li, W., and Song, Z. (2021, July). Instructional design of technology-enhanced vocabulary learning activities: A research synthesis. TeLLT & CoLLT 2021, Hong Kong.

📚 个人专著

金方舟. (2018). 《泰戈尔诗选》解读. 浙江文艺出版社.
金方舟. (2015). 《逆流而上的时光》. 浙江教育出版社.

🧩 项目

赋权授能—衔接向上：人工智能支援中小学教师提升多元文化学生中文学习能力（参与）
📅 2022.9–2025.8

💰 资助金额：7,432,000 港币

🏛️ 资助来源：港府优质教育基金

👤 项目主持人：林金锡教授
Digital Storytelling: My Voice, My Vision, My City in COVID-19（共同主持）
📅 2022–2023

💰 资助金额：7,500 港币

🏛️ 资助来源：Hong Kong Hsin Chong–K. N. Godfrey Yeh Education Fund

👤 项目主持人：刘广祥博士
基于人工智能的课堂教学交互分析关键技术研究（参与）
📅 2020–2023

💰 资助金额：500,000 人民币

🏛️ 资助来源：中国国家自然科学基金

👤 项目主持人：孙众教授；共同主持人：林金锡教授
全国教育科学规划项目青年项目“新时代义务教育阶段学生数智读写素养评价体系构建及应用研究”（参与）
📅 2025.10–至今

🏛️ 资助来源：教育部

👤 项目主持人：任睿教授
Multimodal AI in Language Education: Usage, Model Optimization, and Experiments（主持）
💰 资助金额：约1,000,000 港币

🏛️ 资助来源：香港特别行政区政府研究资助局（Research Grants Council, Hong Kong SAR）

🔖 项目编号：UGC/GEN/612
科技和自主词汇学习（兼职研究助理，内部项目）
📅 2021

💰 资助金额：149,884 港币

🏛️ 资助来源：香港大学基础研究种子基金

👤 项目主持人：林金锡教授

🏆 荣誉奖项与活动

2025, 香港大学学术出版优秀奖 [全院 1 名]
2024, 香港大学卓越博士新生奖 [学院提名 2 人]
2024, 香港大学研究生出版奖 [全院 5 名]
2021, 香港大学研究生荣誉奖学金 [全院 6 名]
2021, 香港大学院长名单
2023, 香港大学教育学院学生代表
2022 – 2024, 香港大学日新学院摄影队负责人
2022, 香港筹款义工

💻 工作实习

2019.10 – 2020.6, 英国汉普顿皇家学校, 伦敦

金方舟