当今时代的发展对教师的专业素质和实践能力提出新的要求。因此，教师需要通过不断学习更新自我。从学习内容来分，一般教师学习可分为理论学习和实践学习。本研究主要探讨在职教师的实践学习。“实践学习”在本研究中指在职教师对教育实践者通过行为活动所表达出来的生活方式的学习。 首先，研究者选取北京市一所普通小学作为研究对象，以学校开展的促进教师发展的“实践学习”活动为研究起点。通过观察、访谈、文本分析等方法对材料进行收集和整理，以在职教师的学习方式、学习内容与学习成效为分析维度进行研究。研究者发现在整个“实践学习”活动的过程中出现一个值得关注的现象——“简单学习”。对此现象进行分析，归根究底源于在认识和观念领域对实践学习中的学习对象“实践”的理解偏差。 其次，本研究通过对“实践”内涵的分析，认为实践既非纯粹的技术操作，也非亚里士多德等人所认为的道德实践，而是一种不脱离技术操作，但又超越纯粹道德实践的实践。实践主要是指通过行为活动所表达出来的生活方式。因此，在当代教育领域中，需要谨防将教育实践等同于技术操作的极端技术化观点。具有“自由性”和“情境性”特征的教育实践有三个重要构成要素：实践行为、教育观念与实践智慧。三者相互融合，不可或缺。 最后，本研究给出在职教师走出“简单学习”误区的原则、关键和方式。在职教师对实践的学习需要遵循整体性、情境性和持续性的原则，需要紧抓的关键：形成实践学习者的问题意识、关注教育实践中的关键事件、追寻教育实践中的逻辑线索、激发实践学习者的反思意识。在立足原则和关键的基础上，本研究为在职教师进行实践学习从个体性学习、共同体学习、在做中学习三个层面提供了相应的方式。

It is time for teachers to develop professional quality and practical ability. Teachers need to learn to update themselves constantly. In general, there are two types of teacher’s learning: theoretical learning and practical learning. In this study, the researcher studies practical learning mainly. And practical learning here means that in-service teachers learn from a life style which is expressed through activity behaviors. First, this study based on the investigation of “practical learning” in “Y” elementary school in Beijing .The study adopts observational method, interview method and textual analysis to achieve and settle materials. Through sorting and analyzing of the materials, the researcher analyzes the teacher’s learning style, learning content and learning effect. There is a phenomenon of “simple learning” needing worthy of attention. After all, the “simple learning” is caused by vague perceive of “practice”. Second, through the analysis of the “practice”, “practice” is neither pure technical operations, nor pure moral practice. The “practice” not merely includes technical operations, but also transcends moral practice. The “practice” means a life style which is expressed through activity behaviors. In contemporary educational field, we are alert to view educational practice as technical operations. There are three significant elements of situational and free educational practice: practical behavior, educational concept and practical wisdom. The elements are put together. Finally, this study possesses principles, keys and ways to build “high quality learning”. The principles include integrality, situationality and continuity. There are four keys: establish learner’s question consciousness, pay close attention to the key events, explore logical clues of educational practice and form awareness of reconsideration. Based on principles and keys, this study offers ways from personal learning, community learning and learning by doing.