职前教师教育实习模式是教师教育体系的重要组成部分，对于培养符合时代发展需求的未来教师、推进教师教育政策的优化与执行，以及促进教师教育实践与理论的发展，具有重要而独特的价值。美国对于职前教师教育实习模式的探讨起步较早，自20世纪80年代以来，伴随着美国新一轮教学改革和教师专业化进程的推进,有关职前教师教育实习模式的实践与研究日趋丰富和深入。因此，深入分析当代美国职前教师教育实习模式已有研究成果及其典型实践案例，不仅有利于把握教师专业化发展时期的美国职前教师教育的发展脉络，还能为我国职前教师培养提供理论框架与实践借鉴。

本研究以当代美国主要职前教师教育实习模式为研究对象，采用文献分析法和历史研究法，以“知识-实践关系”理论为核心概念框架，将当代美国职前教师教育实习模式归纳为五种类型：PDS实习模式、驻校制实习模式、合作教学实习模式、技术整合式实习模式以及在线教育实习模式。

PDS(Professional Development School)职前教师教育实习模式，强调大学与中小学之间的紧密合作，通过建立专业发展学校，为职前教师提供真实的教学情境和实践机会，促进理论与实践的结合。这一模式体现了“实践中的知识”这一知识-实践关系观,强调职前教师的学习是在学校实践过程中，在大学-中小学协同的环境下，通过不断反思探究而实现的。

驻校制职前教育实习模式，要求职前教师全职驻校实习,与指导教师密切合作，参与学校的各项教学活动，获得全面的教学实践经验。该模式主张“实践性知识”的知识-实践关系观，力图将教育实习与更广泛的社会、文化、历史等问题关联起来。

合作教学职前教师教育实习模式，强调职前教师与指导教师之间的协作与互动,通过共同备课、上课、评课等活动,提升职前教师的教学技能和反思能力。其中的知识-实践关系表现为“实践中的知识”，注重通过师徒共生对话,鼓励职前教师不断自我建构知识。

技术整合式职前教师教育实习模式，注重利用现代教育技术,为职前教师提供多样化的实习途径和资源支持,促进实习过程的个性化和灵活性，注重培养技术融合式教学能力。这一模式的知识-实践观体现为“为了实践的知识”与“实践中的知识”的并存。一方面,对于普遍性技术知识，职前教师需要通过学习学术专家生成的正规知识和通用理论来构建自己的“知识库”；另一方面，职前教师需要在实习过程中通过不断探索和观摩等方式获得技术运用于教学的知识，这种知识表现为“实践中的知识”。

在线教育实习模式利用互联网平台，为职前教师提供在线实习的机会，通过远程观摩、在线指导、虚拟课堂等方式，突破时空限制，拓展实习渠道。该模式的知识-实践观同样体现为“为了实践的知识”和“实践中的知识”。前者通过参与讲座、教材学习等方式，获取通用数字技术运用的知识。而“实践中的知识”则通过在线教育实习平台，促成职前教师在与多元在线实习要素互动的过程中，不断反思，不断生成个性化的在线教育实习知识。

综上，本研究基于知识-实践关系理论视角，通过对当代美国职前教师教育实习模式时代背景、结构要素与实施的深入剖析，提炼了五种当代美国职前教师教育实习模式，并据此构建了职前教师教育实习模式的理论模型。基于这一模型可以发现：一是知识与实践的关系，是职前教师教育实习模式发展的关键问题。二是社会发展、科技创新与教育政策是职前教育实习模式发展的主要外部影响力。三是跨学科、教育学科的研究，参与机构之间的协同，教学中师徒间的互动是职前教师教育实习模式发展的内部推动力，其动力的来源与归处指向培养“未来教师”。为推动我国职前教师教育实习质量的提升，可从以下几方面着力：首先，加深对教育实习的理解，优化教师实习利益相关者的教育实习知识观与实践观。其次，重视多学科背景的研究，厚实教育实习的理论积淀。再次，应注重高校、实习学校的多层面、多维度的有机关联，推进参与机构在学术、教学、管理等多层面的沟通与交流。最后，探索组建跨地区、跨学科的线上线下联动的教育实习共同体，促成实习学校指导教师、高校实习指导教师、职前教师共享并丰富教育实习所需的知识资源、文化资源与社会资源。

The field experience mode in initial teacher education is an important part of the teacher education system. It has significant value in cultivating future teachers who meet the needs of the times, the optimization and implementation of teacher education policies, and the development of teacher education theory and practice. In the United States, discussion of the field experience mode started some time ago. Since the 1980s, with the introduction of a new round of teaching reform and a process of teacher professionalization, the practice of, and research into, the field experience mode has become increasingly rich and deep. Therefore, an in-depth analysis of the available research results and typical practice cases of the contemporary American field experience mode is not only conducive to grasping the development context of American pre-service teacher education during the period of teacher professional development, but can also provide a theoretical framework and practical reference for the training of pre-service teachers in China.

This study, in which the contemporary American field experience mode is the research object, uses literature analysis and historical research methods, with "knowledge-practice relationship" theory as the core concept framework. The contemporary American field experience mode is divided into five types: PDS field experience mode,Urban residency mode, co-teaching mode, the technology-integrated field experience mode and the online field experience mode.

The PDS (Professional Development School) field experience mode emphasizes close cooperation between universities and primary and secondary schools. Through the establishment of professional development schools, pre-service teachers are provided with real teaching situations and practical opportunities, which promote the combination of theory and practice.This mode embodies the knowledge-practice relationship concept of "knowledge in practice", and emphasizes that pre-service teachers' learning can be realized through continuous reflection, inquiry and construction in the process of school practice and in the collaborative environment between universities and primary and secondary schools.

In the urban residency mode of pre-service education, teachers work full-time before job hunting, cooperate closely with their mentors, participate in various teaching activities at the school, and obtain comprehensive teaching practice experience. This mode advocates the knowledge-practice relationship view of "knowledge of practice", and tries to associate field experience with the wider range of social, cultural, historical and other issues.

The co-teaching mode for pre-service teacher training emphasizes cooperation and interaction between pre-service teachers and mentors, and improves the teaching skills and reflective ability of pre-service teachers through activities such as co-planning,co-instructing and co-assessing.The knowledge-practice relationship is manifested as "knowledge in practice", which encourages pre-service teachers to construct knowledge constantly through mentoring and co-generative dialogues.

The technology-integrated field experience mode focuses on the use of modern educational technology, provides diversified practice channels and resource support for pre-service teachers.The personalization and flexibility of the practice process, and the cultivation of technology-integrated teaching ability, are emphasised. The knowledge-practice concept of this mode is embodied in the coexistence of "knowledge for practice" and "knowledge in practice". On the one hand, regarding general technical knowledge, pre-service teachers need to build their "knowledge base" by acquiring formal knowledge and learning general theories generated by academic experts; on the other hand, pre-service teachers need to acquire knowledge required to be applied in teaching through continuous exploration and observation. This knowledge is manifested as "knowledge in practice".

The online field experience mode uses an internet platform to provide online practice opportunities for pre-service teachers. Through remote observation, online guidance, the use of virtual classrooms and other means, it breaks through restrictions of time and space, and expands internship channels. The knowledge-practice view of this mode is also reflected in "knowledge for practice" and "knowledge in practice". The former involves obtaining knowledge of the application of universal digital technology by participating in lectures and teaching materials. "Knowledge in practice", through online education practice platforms, allows pre-service teachers constantly to reflect on and generate personalized online education practice knowledge in the process of interacting with multiple online practice elements.

In conclusion, based on the theoretical perspective of the knowledge-practice relationship, this study makes an in-depth analysis of the development over time, structural elements and implementation of modes of field experience in Contemporary American initial teacher education. It identifies five types of the field experience modes, and constructs a theoretical framework of the field experience mode. Based on this framework, the following can be concluded. Firstly, the relationship between knowledge and practice is a key issue in the development of field experience in initial teacher education. Secondly, social development, scientific and technological innovation and education policy are the main external influences on the development of field experience in initial teacher education. Thirdly, research in the field of interdisciplinary and educational disciplines, collaboration between participating institutions and the interaction between mentors and pre-service teachers in teaching constitute the internal driving force for the development of field experience in initial teacher education. They are the source of motivation and direction pointer for the training of " teachers for the future ".

In order to promote an improvement in the quality of field experience in initial teacher education in China, we can focus on the following. Firstly, deepen our understanding of field experience in initial teacher education and optimize the knowledge and practice of stakeholders. Secondly, attach importance to multidisciplinary research and strengthen the accumulation of theory related to field experience. Thirdly, pay attention to multi-level and multi-dimensional organic connections between universities and schools, and promote communication and exchange of participating institutions in academic, teaching, management and other areas. Finally, we should explore the establishment of cross-regional and cross-disciplinary online and offline field experience communities, in order to encourage mentors and pre-service teachers to share and enrich the knowledge resources, cultural resources and social resources needed for field experience in initial teacher education.