教师教育研究2026，Vol.38Issue(2)：83-90,8.
教师教学创新的组态因素效应与驱动路径研究
Research on Configurational Factor Effects and Driving Paths of Teachers'Teaching Innovation
摘要
Abstract
Teaching innovation is both a core direction of teachers'professional development and a key driver of high-quality educational reform.While current research has extensively discussed strategies for promoting teachers'teach-ing innovation,few studies have revealed the combined interaction mechanisms of multiple factors from a configura-tional perspective,leaving the multiple driving paths insufficiently explained.Drawing on the SECI Knowledge Crea-tion Spiral Theory and the Job Demands-Resources theory,this study adopts the fuzzy-set Qualitative Comparative A-nalysis(fsQCA)method to analyze 459 public middle and high school teachers in Shanghai,examining how combina-tions of five antecedent conditions—knowledge sharing,challenging pressure,obstructive pressure,instrumental sup-port,and emotional support—trigger teachers'teaching innovation behaviors and identifying the multiple driving paths.The study finds that teaching innovation depends on specific condition combinations rather than single factors,and accordingly extracts four typical driving paths:the natural growth type,the stress-driven type,the external man-datory type,and the leveraging external forces type.Schools should value the foundational role of knowledge sharing and match differentiated support strategies with teachers'current stress situations to precisely promote teaching innovation.关键词
教学创新/知识共享/工作压力/组织支持/fsQCAKey words
teaching innovation/knowledge sharing/working stress/organizational support/fsQCA分类
社会科学引用本文复制引用
陈敏,蔡真妮,王绯烨..教师教学创新的组态因素效应与驱动路径研究[J].教师教育研究,2026,38(2):83-90,8.基金项目
本文系2024年度国家社会科学基金教育学一般项目"教育强国视域下区域名师工作室的影响机制和成效提升研究"(项目编号:BGA240084)的阶段性研究成果 （项目编号:BGA240084）
