教师创造力与中学创新课堂实践

Teacher creativity has become increasingly consequential as secondary schools respond to heterogeneous learners, digital transformation, generative artificial intelligence, and demands for higher-order thinking. This study addresses a specific research gap: existing scholarship frequently measures teachers’ creativity, digital competence, or innovative behavior separately, but rarely examines how creative capacity is translated into observable and sustainable classroom innovation. The proposed study conceptualizes this translation as a Creativity-to-Practice Translation Framework, integrating