Results of confirmatory factor analysis.

The innovative teaching behaviors of college teacher are of positive significance for promoting the construction of educational informatization in China and realizing the high-quality development of higher education. Based on the theory of social cognition and theory of behavioral change, the paper explores the influential mechanism and its boundary conditions of college teachers’ information literacy on their innovative teaching behaviors during the new era of educational informatization. Through the investigation of 280 college teachers, it is found that: (1) information literacy and its dimensions of information knowledge and information capability have a significant positive effect on innovative teaching behavior; (2) Creative self-efficacy plays a mediating role between information literacy (information knowledge and information capability) and innovative teaching behavior; (3) College innovation climate significantly moderates the positive relationship between information literacy (information awareness and information knowledge) and creative self-efficacy; (4) College innovation climate significantly moderates the mediating effect of creative self-efficacy between information literacy (information awareness and information knowledge) and innovative teaching behavior. Therefore, colleges and universities should focus on enhancing teachers’ information literacy level and their creative self-efficacy, creating an excellent atmosphere for innovation, and encouraging college teachers to actively carry out their innovative teaching practice in the new stage of educational informatization.

高校教师的创新性教学行为，对于推动我国教育信息化（educational informatization）建设、实现高等教育高质量发展具有积极意义。本研究基于社会认知理论（social cognition theory）与行为改变理论（behavioral change theory），探讨了教育信息化新时代背景下，高校教师信息素养（information literacy）对其创新性教学行为的影响机制及其边界条件。通过对280名高校教师的问卷调查，本研究发现：其一，信息素养及其维度信息知识（information knowledge）、信息能力（information capability）对创新性教学行为具有显著正向影响；其二，创造性自我效能（creative self-efficacy）在信息素养（信息知识与信息能力）与创新性教学行为之间发挥中介作用；其三，高校创新氛围（college innovation climate）显著调节了信息素养（含信息意识（information awareness）与信息知识）与创造性自我效能之间的正向关系；其四，高校创新氛围显著调节了信息素养（信息意识与信息知识）通过创造性自我效能在创新性教学行为间的中介效应。据此，高等院校应着重提升教师的信息素养水平与创造性自我效能感，营造优良的创新氛围，鼓励高校教师在教育信息化新阶段积极开展创新性教学实践。