陕西教育学院学报

教育见习有助于学前教育专业师范生提升实践能力，深化专业认同。现有研究多从职业院校、幼儿园和师范生三大核心维度切入，探讨教育见习的困境成因，但并未充分解释“教育见习何以失效”这一核心问题。基于此，研究立足教育见习存在的现实困境，将互动仪式链理论作为分析框架，建构学前教育专业师范生教育见习的互动仪式模型。模型解析发现：教育见习存在身体在场流于形式、见习互动情境缺失；共同关注焦点分散、园校协同目标错位；情感共鸣疏离薄弱、情感能量生成受阻；互动仪式流程松散、实效协同能力不足四大困境，最后提出构建深度在场的互动情境、凝聚共同关注焦点、强化主体情感联结和规范互动仪式流程等纾解路径。

Educational practicums helps preschool education majors enhance practical skills and foster professional identity. Existing research has primarily focused on the causes of these challenges from the perspectives of vocational colleges, kindergartens, and student teachers, yet fails to address the core question:“Why do educational practicums fail?” Therefore, this study grounded in the practical challenges of educational practicums, employs the theory of interaction ritual chains as an analytical framework to construct an interactive ritual model for preschool education practicums. Model analysis reveals four major challenges: physical presence becoming superficial, lack of interactive scenarios, fragmented shared focus, misaligned kindergarten-school collaboration goals, weak emotional resonance, obstructed emotional energy generation, loose ritual processes, and insufficient practical collaboration capacity. Corresponding mitigation strategies are proposed, such as constructing interactive contexts with in-depth presence, consolidating shared focus of attention, strengthening emotional connections among subjects, and standardizing the processes of interaction rituals.