教育家精神影响物理师范生教学效能感的机制模型——PCK的中介作用

The Mechanism Model of Educator Spirit on Physics Pre-Service Teachers’ Teaching Efficacy—The Mediating Role of PCK

摘要: 物理师范生从“懂物理”到“会教物理”的转变过程中，教学效能感深刻影响其投入程度与课堂决策。文章基于PCK视角进行理论推演，建构教育家精神-PCK-教学效能感的中介机制模型。教育家精神强化师范生的学生立场与教学责任感，推动其在PCK的关键成分，尤其是学生理解的知识上，形成更可用的判断与策略选择。扎实的PCK有助于提升课堂教学的可控性与有效性，从而增强教学效能感。

Abstract: In the process of transitioning from “knowing physics” to “knowing how to teach physics”, the teaching efficacy of physics pre-service teachers profoundly influences their level of engagement and classroom decision-making. Based on the perspective of Pedagogical Content Knowledge (PCK), this study conducts a theoretical exploration and constructs a mediating mechanism model of educator spirit-PCK-teaching efficacy. Educator spirit strengthens pre-service teachers’ student-oriented stance and sense of educational responsibility, promoting the formation of more applicable judgments and strategic choices in key components of PCK, particularly knowledge of students’ understanding. Solid PCK contributes to enhancing the controllability and effectiveness of classroom teaching, thereby boosting teaching efficacy.