交流轮岗教师的文化适应是教师专业发展的组成部分，也是关系到教育公平发展的重要环节。然而，现有研究对于义务教育阶段轮岗教师的适应过程以及影响因素的挖掘尚不够明晰。本论文的研究是基于新制度主义理论视角,运用质性研究范式，以北京市T区开展交流轮岗政策为研究背景，选取C校3名有代表特征的轮岗教师为研究对象，通过访谈法、观察法和实物收集法等多种方法收集资料，解读分析他们在不同学校的文化适应过程及影响因素，为促进教师交流轮岗工作提供借鉴和启示。

通过情景分析和类属分析发现：（1）WJC 老师的文化适应经历了“高期待”—“感知差异”—“认同”—“回归正常”这一过程。影响WJC 老师文化适应的因素：学校制度、组织文化氛围、组织文化认同、适应时间、文化资本、工作量、生源素质、教育观念、个人特质等方面。（2）XN老师的交流轮岗文化适应经历了“巨大落差”—“持续受挫”—“得到认可”—“继续努力”这一过程。影响XN 老师文化适应的因素：政策认知、生活变化、社会支持、他人评价、个人特质、文化资本、学校制度等方面。（3）DFF老师的交流轮岗文化适应过程经历了“崩溃”—“调整”—“回归正常”—“再崩溃”这一过程。影响DFF老师文化适应的因素：个人认知、适应策略、管理风格、性格、文化距离差异等方面。

   三位轮岗教师的文化适应过程中，制度对他们的影响既有相同点又有一些差异性。轮岗教师在学校中都会受到规章制度、教师行为规范的制约，但是他们由于自身的文化资本、个人经历，会对制度有不同的认知，教师认同学校制度会使其更顺利适应学校的文化。每位老师在轮岗过程中，都在追求自身和制度环境的平衡状态。最后，本文针对教育行政部门、学校和教师个人提出了不同的建议。

The cultural adaptation of rotating teachers is an integral part of their professional development and an important link related to the fair development of education. However, existing research on the adaptation process and influencing factors of rotating teachers in compulsory education is not yet clear enough. The research of this paper is based on the perspective of new institutionalism theory, using a qualitative research paradigm, with the exchange and rotation policy in T district of Beijing as the research background. Three representative rotation teachers from C school were selected as the research subjects, and data were collected through multiple methods such as interview, observation, and physical collection to interpret and analyze their cultural adaptation processes and influencing factors in different schools, To provide reference and inspiration for promoting teacher exchange and rotation work.

Through scenario analysis and category analysis, it was found that: (1) WJC teachers' cultural adaptation went through a process of "high expectations" - "perceived differences" - "identification" - "returning to normal". The factors that affect WJC teachers' cultural adaptation include school system, organizational cultural atmosphere, organizational cultural identity, adaptation time, cultural capital, workload, student quality, educational concepts, personal traits, and other aspects. (2) Teacher XN's communication rotation culture adaptation has gone through a process of "huge gap" - "sustained setbacks" - "recognition" - "continued efforts". The factors that affect XN teachers' cultural adaptation include policy cognition, life changes, social support, others' evaluations, personal traits, cultural capital, school systems, and other aspects. (3) DFF teacher experienced a process of "collapse" - "adjustment" - "return to normal" - "re collapse" in the process of adapting to the exchange rotation culture. The factors that affect DFF teachers' cultural adaptation include personal cognition, adaptation strategies, management style, personality, cultural distance differences, etc.

During the cultural adaptation process of the three rotating teachers, there are both similarities and differences in the impact of the system on them. Rotational teachers in schools are constrained by rules and regulations, as well as norms of teacher behavior. However, due to their own cultural capital and personal experience, they may have different understandings of the system. Teachers' recognition of the school system will help them adapt more smoothly to the school's culture. During the rotation process, every teacher is pursuing a balance between themselves and the institutional environment. Finally, this article proposes suggestions for the development of education administrative departments and school systems, as well as the exercise of individual subjective initiative of teachers.