在我国，教育实习一直是师范院校学生参加教育、教学实践的学习活动，是体现师范教育特点，培养合格师资的重要教育环节，是为培养教师而进行的实践训练。而且，我国高师院校的教育实习通常都安排在职前教育阶段的最后时期，即理论课学习之后来进行，是一种理论先行、实践在后，在实际情境中运用理论、并向有经验教师学习以形成一定的教学技能为目的的应用式的教育实习模式。所以，这种应用模式的、以教师职业为目标的“应用—职业”教育实习观，在我国已成为人们的一种常识性认识。这种“应用—职业”教育实习观和应用式的教育实习模式，并没有把教育实习放在学校场域中的文化背景下看。在教育实习的过程中，实习教师从大学校园的学生文化、生活方式和知识体系跨入到中等学校教师的文化、生活方式和知识体系中。虽然身份由学生转换为教师，从事教学和班主任工作，但他们并不是正式的教师，他们在实习学校中作为特殊的群体有着不同于中学教师群体的文化，尤其是有异于教师在当前学校教育体制下所生成的制度文化。但同时教育实习也让这两种文化有了交集，让两个不同的群体因为同为学生的“教师”而有了共通和交融的地方。因此，教育实习可以说是一场跨教师文化和学生文化的对话，是这两种生活方式的融合，是一套知识体系和别的知识体系的沟通。而教育学专业又是一个特殊的专业。一方面它以教育研究为目的，需要去中小学实习以了解教育实践，但另一方面它去中小学实习又没有“教育学”这一对口学科。而且在社会发展和教育改革的背景下，本研究个案——北师大教育学专业根据自身情况已由“师范类”、“应用性”向“非师范”、“学术性”转变；高师院校与实习学校的关系也由“行政指令式”变成“自由选择型”；个案实习教师的就业也逐渐远离教师职业。个案中这些参与教育实习的主体都与以往相比有所改变，但是他们的教育实习却依旧是按照原有“应用—职业”教育实习观建构的师范教育体系下“应用式教育实习模式”进行。这样一来，“新物旧制”的矛盾表现为个案教育实习的遭遇和困境。所以，个案教育学专业的教育实习也是一场师范性与非师范性之间的对话，是非师范专业与师范性培育模式的冲突，也是基于对话和冲突基础上对教育学专业的反思过程。本研究通过对个案教育实习的描述、分析以及对教育学专业的反思和定位，提出“应用—职业”教育实习观和现有教育实习模式已不适合指导个案对象的教育实习。而北师大教育学专业迫切需要以“实践—反思”教育实习观为指导，把教育实习作为一种行动研究，即参与到教育情境中，提高对教育实践的理性认识，加深对实践活动及其背景的理解，同时也是对实践问题探究和反思的过程。

In China, teaching practice has always been a learning activity for normal universities’ students participating in educational practice. It is also an important part of training qualified teachers, which reflects the characteristic of teacher-training education. Moreover, normal universities in our country usually arrange teaching practice in the last year of the pre-service education, that is to say, only by learning theoretical courses first can students have their teaching practice activities. So for the purpose of this kind of teaching practice is that students apply theories to practice and learn from experienced teachers in the actual school situation to get some teaching skills. Therefore, the application model and the "application - occupation" idea of teaching practice has become a common-sense understanding in China.But the "application - occupation" idea and the application model of teaching practice do not pay attention to the cultural background in the practice school. In the process of teaching practice, student teachers have their university students’ cultures, lifestyles and knowledge systems across to the middle school teachers’ cultures, lifestyles and knowledge systems. Although the conversion of identity is from students to teachers, engaged in teaching and being head teachers, but they are not formal teachers. As a special group, they have different cultures from secondary school teachers, especially the system cultures in the current school education. At the same time, the two cultures have intersections because of being "teachers" of their students in the process of teaching practice. So teaching practice can be said to be a cross-cultural dialogue between the teacher culture and the student culture, an integration of these two groups’ lifestyles, a communication between one set of knowledge system and another set of knowledge system.Pedagogy specialty is a special major. On the one hand, Students of pedagogy specialty, for the purpose of educational research, they need to take part in teaching practice in primary and secondary schools to understand educational practice. But on the other hand, there is not an “education” subject for them to practice teaching in primary and secondary schools. With the social development and education reform, my case - pedagogy specialty of Beijing Normal University according to its own situation has transformed its objectives from “normal” and “application” into “non-normal” and “academic”; the relationship between normal universities and practice schools has changed from the "executive order" into the "free choice"; the employment situation of student teachers in my case study has been gradually away from teachers by occupation. All the subjects involved in the teaching practice have changed compared to the past, on the contrary, the "application - occupation" idea and the application model of teaching practice have not changed. As a result, there have been contradictions and difficulties in the teaching practice of the case. Therefore, the teaching practice of pedagogy specialty in my case is also a dialogue between normal and non-normal, reflecting the conflict between the non-normal major and the normal training model. Furthermore, on the basis of that dialogue and conflict the teaching practice is a reflective process for pedagogy specialty.Through the description, analysis and reflection, this case study of teaching practice of pedagogy specialty in Beijing Normal University will put forward that the "application - occupation" idea and the application model of teaching practice are not suitable for directing the teaching practice of the case. What the case urgent need for directing teaching practice is the “reflection - practice” idea, and regarding teaching practice as a practical action research. By doing so, student teachers not only may participate in the education situation, improve their rational knowledge of educational practice, deepen their understanding of practical activities, but also can explore practical issues and reflect on them.