近年来，我国大力发展教师教育，强调提高教师专业化水平，加强训练教师的教育教学能力，对教育实习这一具体实践环节进行了规范。但是，从实际操作来看，教育实习还存在着诸多的实际问题。教育学专业本科生作为不具有学科背景的普通师范生，他们的教育实习体验有哪些模式？包括哪些内容？特点如何？在应然和实然层面是否一致？受到了哪些因素的影响？人们不得而知。基于这些问题的思考，本文以“教育实习体验”为研究对象，选取 10 名参与过教育实习的教育学专业本科生开展半结构化访谈，并使用 MAXQDA24质性研究软件进行编码与分析。全文主要研究结论如下：（1）教育实习体验可分为“实习准备的体验”“实习过程的体验”“实习收获的体验”三部分内容。（2）教育实习体验模式有开放参与式、被动接受式和浑水摸鱼式，在实习预期、需求层次、师徒关系、实习收获等方面依次递减。（3）教育实习体验在应然和实然层面存在着差异，主要受到无法避免的误解与想象、相互冲突的公平与效率两方面因素影响。研究建议，从学生、高校和实习学校三个层面出发探索教育实习优化的可行路径。

In recent years, China has made great efforts to develop teacher education, emphasizing the improvement of teachers' professionalization and strengtheningthe training of teachers' educational and teaching abilities, and has regulated theeducation internship as a specific practical link. However, from the point of viewof actual operation, there are still many practical problems in educationalinternship. What are the modes of educational internship experience forundergraduates in education, as general teacher trainees who do not have adisciplinary background? What contents are included? What are the characteristics?Is it consistent at the contingent and actual levels? Influenced by what factors? It isnot known. Based on these questions, this paper takes "educational internship experience" as the research object, selects 10 undergraduate students majoring in educationwho have participated in educational internship to conduct semi-structuredinterviews, and uses MAXQDA24 qualitative research software for coding andanalysis. The main findings of the study are as follows: (1) The experience ofeducational internship can be divided into three parts, namely, "the experience ofinternship preparation", "the experience of internship process" and "the experienceof internship harvest". (2) The modes of educational internship experience includeIIopen participation, passive acceptance and fish-in-the-water, with decreasing levelsof internship expectations, levels of needs, teacher-apprentice relationships, andinternship rewards. (3) Educational internship experiences differed at thecontingent and actual levels, and were mainly affected by two factors: unavoidablemisunderstanding and imagination, and conflicting fairness and efficiency. Thestudy suggests exploring feasible paths to optimize educational internships fromthe three levels of students, colleges and universities, and internship schools.