教育实习是职前教师教育中教学实践的关键环节，也是一名教师专业成长的重要阶段。通过实习来探索教育教学实践的要义和良方，是每位师范生必须经历的学习过程。在教师职前培养过程中，教育实习最能生动体现教师专业特点，对于培养师范生的专业知识、专业能力和专业精神具有重要意义。而目前在我国职前教师培养过程中，理论与实践脱节的矛盾比较突出。本研究以鲜有研究关注的高中政治实习教师在实践场域中的学习为研究主题，选取了一所中学为研究田野，从该实习学校选取了三位政治实习教师为研究对象，展开了为期两个多月的调查研究。本研究主要采用观察法、访谈法和实物收集法等方法来进行数据收集。 本研究主要围绕以下三个问题展开：高中政治实习教师在实践场域中的学习过程是怎样的？高中政治实习教师在实践场域中主要学习到了什么？有哪些因素对高中政治实习教师的学习产生了影响？经过研究发现，三位实习教师在实践场域中的学习大致经历了以下四个阶段：进入情境——认识和了解情境——成为情境中的人——遭遇困境与寻求突破。三位实习教师在不同阶段的表现和收获，呈现出较明显的个体差异。三位实习教师学习的方式主要可以分为两大类：即在指导老师指导下的边缘性参与学习和独立参与教学实践过程中的反映性学习。其中在指导老师指导下的边缘性参与学习，主要包括观课——了解中学政治教学现状、备课——通过虚拟教学情境来与指导老师讨论教学、讲课——在真实情境中思考与行动等学习活动。值得一提的是，本研究中出现了一种在其他实践场域中不常见的现象，即实习教师欣在这次实习过程中由于表现良好，额外获得了一个月的代课机会。代课与在指导老师指导下讲课不同，实习教师具有更大的自主权，但同时这也意味着很多问题需要她独立去面对和解决。三位实习教师最终的学习结果突出表现在“教的知识和技能”方面，其中实习教师欣的进步最为明显、实习教师琳前期的表现也值得充分肯定、实习教师冰的表现不佳。经过分析发现，影响实习教师学习结果的因素主要可分为个体因素和情境因素两方面。其中个体因素包括早期经历、职业认同、大学学习、学科认同、就业意向等，情境因素主要包括实习学校的文化氛围、实习学校的物理环境、师徒关系、伙伴关系等。

Teaching practice is a key link in the teaching practice of pre-service teacher education and also an important stage in the professional growth of a teacher. It is a necessary learning process for every normal university student to explore the essence and prescription of teaching practice through practice. In the process of teachers' pre-service training, teaching practice can best reflect the characteristics of teachers' profession, which is of great significance to the training of students' professional knowledge, ability and spirit. At present, in the process of pre-service teacher training in China, the contradiction between theory and practice is quite prominent. This research takes the professional learning of high school political practice teachers in the field of practice as the research topic, selects a middle school as the research field, selects three political practice teachers from the school as the research object, and carries out the investigation and research for more than two months. This study mainly uses the observation method, the interview method and the material object collection method and so on to carry on the data collection. This study focuses on the following three questions: what is the learning process of high school political practice teachers in the field of practice? What have high school political practice teachers learned in the field of practice? What factors influence the learning of political practice teachers in high school? According to the research findings, in this study, the learning of the three internship teachers in the field of practice roughly experienced the following four stages: entering the situation -- understanding the situation -- becoming a person in the situation -- encountering difficulties and seeking breakthroughs. The performance and harvest of the three internship teachers in different stages show obvious individual differences. The learning methods of the three internship teachers can be divided into two categories: marginal learning under the guidance of the instructor and reflective learning in the process of independent participation in teaching practice. Among them, marginal participation in learning under the guidance of the instructor mainly includes class observation -- understanding the current situation of politics teaching in middle school and lesson preparation -- discussing teaching and lecturing with the instructor through the virtual teaching situation -- thinking and action in the real situation. In addition, a phenomenon that is not common in other internship fields appears in this study, that is, the internship teacher xin received an extra one-month substitute opportunity due to her good performance in this internship. Substitute teaching is different from teaching under the guidance of the instructor. The trainee teacher has more autonomy, but it also means that she needs to face and solve many problems independently. The final learning results of the three trainee teachers are highlighted in the aspect of "teaching knowledge and skills", among which the trainee teacher xin has made the most obvious progress, the former performance of the trainee teacher Lin is also worthy of full recognition, and the intern teacher bing's performance is not good. Through analysis, it is found that the factors that affect the learning results of practice teachers can be divided into individual factors and situational factors. Individual factors include early experience, professional identity, university study, discipline identity, employment intention, etc., and situational factors mainly include the cultural atmosphere of the internship school, the physical environment of the internship school, mentoring relationship, partnership, etc.