本硏究旨在了解學士級準輔導員諮商實習之經驗，企圖以質的訪談法從學生觀 點r解學生所知覺到之教師教學目標、教學方法和教學内容對其諮商實習效果之影 響，進而了解其間限制和需求，以做爲建立系統化諮商實習教學投式之參考。硏究 結果發拟，學七級準輔導員透過教師示範、角色扮演、實際接案等教法锻易習得歷 程技巧：透過IPR、受治療、同儕回饋，最易習得個人化技巧：概念化技巧普遍 難以習份，但實例講解和個案記錄對概念化之發展有其助益。硏究並顯示，學士級準補導轉职望師生共同訂定明確之教學目標、結構化教學内容、系統化訓練模式、 和有督導的實作。而限制實習效果的因素，在教學方面爲：未能提供現場督導、未能依學生發展層級需求提供教練和諮詢功能：在機構方面爲：任務難度兩極化、角色定位模糊。在師資方面爲：缺乏青少年與兒童實務諮商經驗：在法規方面爲：師生比例懸咮、學分數太少等。而學士級準輔導員在實習中最鮮明之需求爲督導，尤其督導中的教練（示範）、教師（實例解說）、和顧問（提供諮詢）等指導性角色 功能。概括來說，對實習正向評價者，更堅定專業獻身程度，對實習負向評價者， 懷疑入錯行，考慮轉業：實習經驗對學士級準輔導員生涯抉擇影響深遠。

The purpose of this study was to explore the practicum experience of undergraduate level from students9 perception by structured interview of qualitative research. The participants of this study were 25 voluntary undergraduate students who came from guidance department of 11 universities and colleges. The results indicated that modeling, role-play, couseling the real clients were the efficient methods to learn process skills; IPR, peers/ feedback, and to be counseled were good for personalization skills learning; conceptualization skills are hard to access by undergraduate level, but demonstration and case recording writing could help conceptualization skills learning. The undergraduate need goals to be substantial, contents to be structured, training to be systematized and practice with high-structured supervision. They regard the limitations of the efficacy of practicum are: lack of live supervision, supervision without developmental consideration, task too difficult, role confusion, teachers lack of child/juvenile counseling experience, supervisor overloading and unreasonable credets. The most urgent needs for the undergraduate are: teachers, coaches, and consultants roles9 function within supervision. The paracounselors who evaluated the experience of practicum positively, committed themselves to the profession easily; who evaluated the experience of practicum negatively, thought about change career. The experience of practicum effect the career choice deeply.