1、 Introduction

Explored the gap between educational theory and teaching practice, especially the problem of novice teachers struggling to apply theory to practice. The article takes Master's degree students in Chinese International Education as the research object and analyzes the role of educational theory in teaching internships. The concept of "practical knowledge" and its relationship with theoretical knowledge were discussed, emphasizing the importance of theory in the formation of practical knowledge. At the same time, it is pointed out that existing research focuses more on excellent teachers and lacks empirical research on the impact of teaching practice on novice teachers. This article aims to explore how theory affects the teaching practice of novice teachers, as well as the factors that influence the effectiveness of theory.

2、 Research Design

Introduced the research design, including three Master's students majoring in Chinese International Education who independently undertake the task of teaching intermediate Chinese oral courses; Researchers discover spontaneously formed reflective practice groups through daily classroom observations, which generate research interest; The data sources are internship reports and semi-structured interviews of interns, which include internship records, lesson plans, case analysis, and summary reports; Researchers analyze the phenomenon of "inconsistent knowledge and action" in internship reports, design interview outlines, conduct interviews with research subjects, and transcribe interview recordings into text for coding purposes.

3、 Research results

The research results show that three "student teachers" face the challenge of transforming teaching concepts into practice during their teaching internships. They generally believe that oral classes should be distinguished from other types of classes, with teachers speaking less and students speaking more to enhance classroom fun. However, it is difficult to implement this concept in actual teaching. During the internship, they continuously adjusted their self-awareness through social and cultural tools such as peers, mentors, and literature, striving to achieve the integration of knowledge and action.

4、 Discussion and Suggestions

The paper discusses the confusion of students and teachers in applying theory in practice, pointing out the importance of theoretical learning and the difficulties in practical application. Research shows that teachers generally believe that educational theory has limited contributions to practice, but literature review is of practical help to teaching practice. This indicates that the context and method of acquiring theoretical knowledge are crucial for internalizing the theory. Scholars have re explored the relationship between theory and practice, proposing the viewpoints of "practice linked theory" and "theory practice" interactive generation, emphasizing that educational theorists should become partners of practitioners. Research suggests that theoretical and practical courses should be interspersed in pre service teacher education to improve learning outcomes. Teacher educators should demonstrate teaching concepts, create interactive spaces, and guide learners to engage in critical reflection. Teachers and learners should take responsibility for their professional development and achieve deep professional learning and integration of knowledge and action through participation in social contexts and activities.