在全球可持续发展教育指引、秉持“四有”好老师理念、培养卓越体育教师、解决体育教育实践问题等背景下，科学评估并深入探究职前体育教师的教育信念这一内隐性素养显得尤为重要。正确、积极、良好且坚韧的职前体育教师教育信念，是强化高质量体育教师队伍建设的内驱力。本文以职前体育教师教育信念评价为研究对象，在归纳与演绎方法、诠释学研究、生态系统理论、建构主义理论、认知发展理论、项目反应理论、复杂网络理论、智能理论和组态理论等多学科理论基础上，运用文献资料法、内容分析法、德尔菲法、问卷调查法等多种研究方法，按照定性与定量手段相结合的探索性序列混合方法研究设计思路，对职前体育教师教育信念基本内涵诠释、评价指标体系构建、问卷量表编制与验证、现况差异特征及其内部影响机制和预测仿真建模等五个方面展开系统全面的论证。

        研究得出结果：(1)教育哲学为职前体育师教育信念基本内涵提供理论指导，尤其是在学科、教师、学生、课堂教学和人际环境信念等五方面的结构特征演绎。教育信念与教育行为相互作用，对教师职业发展有重要作用，其测评具有适应体育教育改革、满足学生全面发展、促进教师专业化发展和适应信息化教育时代的时代价值。职前体育教师教育信念的形成发展受多因素影响，论述了在生态系统理论框架中各要素的影响关系。(2) 基于认知发展理论和建构主义学习理论，依据多项规范原则、按照严谨科学程序构建出由5个一级指标和16个二级指标以及50个条目组成的职前体育教师教育信念评价指标体系。阐述了重塑核心指标内涵，论述了学科信念的引领作用、教师信念的主导作用、学生信念的中心作用、课堂教学信念的纽带作用以及人际环境信念在职前体育教师教育信念中的塑造作用。(3)基于文献资料分析、德尔菲专家评价及专家访谈，编制出包含50个题项的职前体育教师教育信念评价正式问卷量表，经克隆巴赫系数、KMO值与Bartlett球形度检验，结构效度和内容效度得到验证；Cronbach α系数>0.7，量表信度良好；因素分析表明各题项KMO值>0.7，量表结构合理。经Rasch模型分析出量表拟合度良好，各题目符合局部性要求，P值和S-X2值证明模型拟合度良好；被试拟合度良好，反映真实情况；区分度分析表明各题项a>0.5，区分度良好；怀特图分析显示题项难度分布和维度区分度均较高；个体和条目信度≥0.7，表明测验在全能力范围内信度良好。(4)职前体育教师教育信念在多个维度上的平均值超过4.3，其中课程教学信念得分最高，学生信念次之。不同学校类型、年级与专业、是否为公费师范生、不同读研方式的职前体育教师教育信念存在显著差异。验证性因子分析显示，五个一级量表维度构建的结构方程模型适配度良好，且各维度对“教育信念”产生正向影响。基于组态理论，研究发现四条高组态路径来提升职前体育教师教育信念，涉及学科信念、学生信念、教师信念、课程教学信念和人际环境信念等核心要素。(5)在智能化理论和复杂网络理论的基础上，利用复杂网络工具构建了职前体育教师教育信念的评价体系模型。借助Python软件的仿真实验，预测模型展现出良好的预测和分析能力，并在职前体育教育信念测评的训练集和测试集数据中得到验证。

        研究结论：(1) 明确了职前体育教师教育信念的独特内涵。本研究深入探索了职前体育教师教育信念的内涵，并结合信念与教育信念的结构特征，归纳演绎出了职前体育教师教育信念的独特内涵结构。这为确定评估指标体系、编制量表问卷以及进行现状调研、内部影响机制剖析和预测仿真建模应用奠定了坚实基础。(2) 构建了职前体育教师教育信念的指标体系，为职前体育教师教育信念的评价提供了一个全面、结构化的评价指标体系。该体系能够更准确地评估和理解职前体育教师的教育信念，为其专业发展和教育质量的提升提供指导，同时也为未来的教育信念研究和实践提供了重要的工具和基础。(3) 研究制定了职前体育教师教育信念评价的正式问卷量表，并通过统计分析验证了其信度和效度。结果表明，该量表一致、稳定、结构合理。量表基于项目反应理论，拟合度好，题项符合局部性要求，能够真实反映作答情况，并有效区分不同教育信念水平的个体。此量表为评估职前体育教师教育信念提供了有效工具，为相关研究和实践提供了支持。(4) 职前体育教师的教育信念总体呈现积极态势，其中课程教学信念得分最高。性别对教育信念无显著影响，但学校类型、年级、专业、公费师范生身份及读研方式有显著影响。通过量表验证性因子分析，发现模型适配性好，五个维度均对教育信念产生正向影响。针对此情况，本研究提出了四条路径以提升教育信念，并针对核心要素制定了相应策略。(5) 应用人工神经网络技术，本研究得到了稳定的模型，并验证了职前体育教师教育信念评价预测模型的有效性。该模型融合了计算机科技与人工智能的先进理念，应用于职前体育教师教育信念的评估中，有效减少了评估过程中主观判断的干扰，确保了评价结果的客观性和准确性。

        根据研究结果和结论，研究提出职前体育教师应主动坚定并持守正确的教育信念、职前体育教师的教育者应树立并传播正确的教育信念典范、职前体育教师教育单位在制定培养方案时，应重点关注教育信念的培养等三方面的建议。旨在有效提升职前体育教师的教育信念，进而提升体育人才培养的质量，为体育教育事业的发展提供理论贡献。

Under the background of global sustainable development education guidance, adhering to the concept of " four haves " good teachers, cultivating excellent physical education teachers, and solving practical problems of physical education, it is particularly important to scientifically evaluate and deeply explore the implicit literacy of pre-service physical education teachers ' educational beliefs. The correct, positive, good and tough pre-service physical education teachers ' educational beliefs are the internal driving force to strengthen the construction of high-quality physical education teachers. This paper takes the evaluation of pre-service physical education teachers ' educational beliefs as the research object. Based on the multi-disciplinary theories of induction and deduction methods, hermeneutics research, ecosystem theory, constructivism theory, cognitive development theory, project response theory, complex network theory, intelligence theory and configuration theory, this paper uses literature data method, content analysis method, Delphi method, questionnaire survey method and other research methods, according to the combination of qualitative and quantitative means. Exploratory sequence hybrid method research and design ideas. A systematic and comprehensive demonstration is carried out on five aspects : the construction of the evaluation index system of pre-service physical education teachers ' educational beliefs, the compilation and verification of the questionnaire scale, the characteristics of the current situation and its internal influence mechanism, and the prediction simulation modeling.

The results of the study are as follows : (1) Educational philosophy provides theoretical guidance for the basic connotation of pre-service physical education teachers ' educational beliefs, especially in the five aspects of discipline, teachers, students, classroom teaching and interpersonal environmental beliefs. The interaction between educational beliefs and educational behaviors plays an important role in the professional development of teachers. Its evaluation has the value of adapting to the reform of physical education, meeting the all-round development of students, promoting the professional development of teachers and adapting to the era of information education. The formation and development of pre-service physical education teachers ' educational beliefs are influenced by many factors. This paper discusses the influence of various elements in the theoretical framework of ecosystem. (2) Based on the cognitive development theory and constructivist learning theory, according to the scientific principle, the guiding principle, the systematic principle, the operability principle, the integrity principle, the pertinence principle and the independence principle, according to the rigorous scientific procedure, the evaluation index system of pre-service physical education teachers ' educational beliefs is constructed, which is composed of 5 first-level indicators, 16 second-level indicators and 50 items. This paper expounds the connotation of reshaping the core index, discusses the leading role of subject belief, the leading role of teacher belief, the central role of student belief, the link role of classroom teaching belief and the shaping role of interpersonal environment belief in the educational belief of pre-service physical education teachers.(3) The formal questionnaire scale of pre-service physical education teachers ' educational belief evaluation was developed, and its reliability and validity were verified by statistical analysis, which showed that the scale was consistent, stable and reasonable. The scale is based on the item response theory, and the fitting degree is good. The items meet the local requirements, reflect the real answers, and effectively distinguish individuals with different levels of educational beliefs. This scale provides an effective tool for assessing the educational beliefs of pre-service physical education teachers and provides support for related research and practice. (4) The educational beliefs of pre-service physical education teachers are generally positive, among which the curriculum teaching beliefs score the highest. Gender has no significant effect on educational beliefs, but school type, grade, major, identity of public-funded normal students and the way of postgraduate study have significant effects. The confirmatory factor analysis of the scale shows that the model is well adapted, and the five dimensions have a positive impact on educational beliefs. Four paths are proposed to enhance educational beliefs and strategies are formulated for core elements. (5) The application of artificial neural network technology, get a more stable model, it is concluded that the pre-service physical education teachers ' education belief evaluation prediction model is effective. The model integrates the advanced concepts of computer technology and artificial intelligence, and is applied to the evaluation of the educational beliefs of pre-service physical education teachers, which effectively reduces the interference of subjective judgment in the evaluation process and ensures the objectivity and accuracy of the evaluation results.

Research conclusions: (1) The unique connotation of pre-service physical education teachers ' educational beliefs is clarified. This study deeply explores the connotation of pre-service physical education teachers ' educational beliefs, and combines the structural characteristics of beliefs and educational beliefs to summarize and deduce the unique connotation structure of pre-service physical education teachers ' educational beliefs. This has laid a solid foundation for determining the evaluation index system, compiling the scale questionnaire, conducting the current situation investigation, analyzing the internal influence mechanism and predicting the application of simulation modeling. (2) The index system of pre-service physical education teachers ' educational beliefs is constructed, which provides a comprehensive and structured evaluation index system for the evaluation of pre-service physical education teachers ' educational beliefs. The system can more accurately evaluate and understand the educational beliefs of pre-service physical education teachers, provide guidance for their professional development and the improvement of the quality of education, and also provide an important tool and basis for future research and practice of educational beliefs.(3) The formal questionnaire scale of pre-service physical education teachers ' educational belief evaluation was developed, and its reliability and validity were verified by statistical analysis. The results show that the scale is consistent, stable and reasonable in structure. The scale is based on the item response theory, and the fitting degree is good. The items meet the local requirements, can truly reflect the response situation, and effectively distinguish individuals with different levels of educational beliefs. This scale provides an effective tool for evaluating the educational beliefs of pre-service physical education teachers and provides support for related research and practice. (4) The educational beliefs of pre-service physical education teachers are generally positive, among which the curriculum teaching beliefs score the highest. Gender has no significant effect on educational beliefs, but school type, grade, major, identity of public-funded normal students and the way of postgraduate study have significant effects. Through the confirmatory factor analysis of the scale, it is found that the model is well adapted, and the five dimensions have a positive impact on educational beliefs. In view of this situation, this study proposes four paths to enhance educational beliefs, and formulates corresponding strategies for core elements.(5) Using artificial neural network technology, this study obtained a stable model, and verified the validity of the pre-service physical education teachers ' education belief evaluation prediction model. The model integrates the advanced concepts of computer technology and artificial intelligence, and is applied to the evaluation of pre-service physical education teachers' educational beliefs, which effectively reduces the interference of subjective judgment in the evaluation process and ensures the objectivity and accuracy of the evaluation results.

According to the research results and conclusions, the study proposes that pre-service physical education teachers should take the initiative to firmly and adhere to the correct educational beliefs, the educators of pre-service physical education teachers should establish and disseminate the correct model of educational beliefs, and the pre-service physical education teachers should focus on the cultivation of educational beliefs when formulating training programs. The aim is to effectively enhance the educational beliefs of pre-service physical education teachers, thereby improving the quality of physical education personnel training, and providing theoretical contributions to the development of physical education.