教学创新类型对本科生创新思维发展的影响研究

The Impact of Types of Instructional Innovation on the Development of Innovative Thinking among Undergraduate Students

摘要: 教学创新对本科生创新思维发展的作用日益受到关注，但不同类型教学创新的效果缺乏系统整合。研究采用元分析方法，纳入36项实证研究共66个效应量，以Hedges’s g为指标，考察教学创新的总体效应及调节作用。结果表明，教学创新对本科生创新思维有显著正向影响，总体效应值为0.857；焦点式创新与融合式创新均有显著促进作用，但差异不显著；文化背景调节效应显著，受儒家文化影响较深的教育情境效应量更高；学科领域仅在“创新倾向与成果”维度调节显著，人文社科高于自然科学；干预时长调节效应显著，效应量随时长递增。研究表明，教学创新对本科生创新思维具有稳定促进作用，效果受教学类型与文化情境影响。

Abstract: The role of instructional innovation in developing undergraduates’ innovative thinking has attracted growing attention, yet systematic integration of its varied effects remains lacking. This meta-analysis synthesizes 36 empirical studies comprising 66 effect sizes, using Hedges’s g to evaluate the overall effect and moderators. Results reveal a significant positive effect (g = 0.857). Both focused and integrated innovations yield significant gains, with no significant difference between them. Cultural context moderates the effect, with stronger effects in settings influenced by Confucian traditions. Discipline moderates only the “innovation propensity and outcomes” dimension, favoring humanities and social sciences. Intervention duration also moderates significantly, with effects increasing over time. The findings confirm that instructional innovation reliably enhances undergraduates’ innovative thinking, with effectiveness shaped by innovation type and cultural context.