河南工业大学学报（社会科学版）

高等教育数字化转型正深刻重塑教师教学能力的内涵。以全国高校教师教学创新大赛为实践载体，以“整合技术的学科教学知识”(TPACK)模型为理论框架，综合运用文献研究、文本分析与案例研究等方法，系统探索教师教学能力的提升路径。研究表明，教学创新大赛凭借其荣誉体系的激励性、成果凝练的反思性以及优秀案例的示范性，能够有效激发教师建构TPACK的内在动力;基于TPACK构建的“核心知识深化—多维知识整合—实践创新引领”三阶段螺旋式提升路径，有助于教师突破知识割裂困境，实现从“知识叠加”向“能力融合”的跨越。案例实践验证表明，该路径可有效提升教师在教学设计、技术整合等方面的核心能力，进而增强学生深度学习成效。

The digital transformation of higher education is profoundly reshaping the connotation of teachers' teaching competency. This study adopts the Technological Pedagogical Content Knowledge( TPACK) model as a theoretical framework and utilizes the National University Teaching Innovation Competition as a practical context. By integrating methodologies such as literature review,textual analysis,and case study research,it systematically explores pathways for enhancing teachers' instructional capabilities. The findings indicate that the teaching innovation competition,through its incentivizing honor system,reflective process of outcome consolidation,and exemplary model of outstanding cases,effectively motivates teachers to intrinsically integrate TPACK components. Furthermore,a three-stage spiral enhancement pathway “core knowledge deepening,multidimensional knowledge integration,and practical innovation leadership ”-constructed based on the TPACK framework,helps teachers overcome the dilemma of “fragmented knowledge” and achieve a transition from “knowledge accumulation” to “competency integration．” Case studies confirm its effectiveness in enhancing core abilities such as instructional design and technology integration,thereby fostering student deep learning.