【摘要】 为探究地方性师范院校文科专业教师线上教学实践性知识的生成路径，调查问卷以文科专业教师为研究对象，运用模糊集定性比较分析（fsQCA）方法，构建了包含标签类、符号类、图式类、行动类、言语类等多维度的教师线上教学实践性知识结构框架。研究表明，地方性师范院校文科专业教师的线上教学实践性知识五个维度的得分，相较于同类非师范院校教师均呈现出显著优势。基于组态分析提炼出的六种有效组态，总结出三条教师线上教学实践性知识生成路径：一是TPACK主导的技术整合型路径，强调技术融入教学的基础性作用，但其有效性依赖于自我效能感或外部支持；二是反思-合作双驱动的迭代型路径，强调教师通过强大的反思内化能力与合作沟通的协同作用，生成教师线上教学实践性知识；三是差异化导向的精准适配型路径，强调TPACK、反思内化能力及差异化教学能力三者的协同整合，体现了实践性知识生成的适应性和创新性。更多还原

【Abstract】 In order to explore the current structure and generation path of practical knowledge in online teaching for liberal arts majors in local normal universities, a survey questionnaire was conducted on these professional teachers as research objects. Using the fuzzy set qualitative comparative analysis(fsQCA) configuration method, a multi-dimensional knowledge structure framework for teachers’ online teaching practical knowledge was constructed, including label, symbol, schema, action, language, and other knowledge. Research has shown that the scores of online teaching practical knowledge in five dimensions for liberal arts majors in local normal universities show significant advantages compared to teachers in similar non normal universities. The six effective configurations extracted based on configuration analysis have three paths for teachers to generate practical knowledge in online teaching: the first is the technology integration path led by TPACK, which emphasizes the fundamental role of TPACK in integrating technology into teaching, but its effectiveness depends on self-efficacy or external support; The second is an iterative path driven by reflection and cooperation, emphasizing the synergistic effect of teachers’ strong reflective internalization ability and cooperative communication to generate practical knowledge for online teaching; The third is a precise adaptation path guided by differentiation, emphasizing the collaborative integration of TPACK, reflective internalization ability, and differentiated teaching ability, reflecting the adaptability and innovation of practical knowledge generation.更多还原