本研究旨在發展一個有助於生物科實習教師專業知能發展的數位化輔導環境， 並探討使用者的參與情形、看法以及遭遇到的相關問題。ePLACE ( electronic Professional knowledge centered, Learner centered, Assessment centered, and Community centered Environment等字母的縮寫）主要以教師專業知識、 實習教師、評量與社群為中心的概念為基礎，然後結合線上研習課程和討論、個人 網頁歷程檔案、Blog等網路互動工具，形成一個數位化的輔導環境，以期協助實 習教師專業知能的發展。本研究採個案研究，參與研究的實習教師共有65位，經 過近一年的實施，結果發現•• I.ePLACE能提供指導教授與實習教師虛擬互動的管 道，突破時空的限制，給予實習教師較多的協助實習教師；2•實習教師對ePLACE 的感受多持正面的看法；3•實習教師在ePLACE中的參與程度有兩極化現象’且對 話情形有逐月銳減的態勢。

The purpose of the study was to development a technology-supported pre-service biology teacher education program, according to Bransford et al. (2000) perspectives on learning environments and to explore participations of the pre-service teachers and implementation problems. The program was ePLACE (Professional knowledge centered, Learner centered，Assessment centered, and Community centered Environment). A case-study research method was adopted in the study involving 65 pre-service teachers from different educational levels. Qualitative and quantitative data were collected and analyzed. The research findings were as follows: Most of the practice teachers claimed that they got support and benefits by using ePLACE tools. The pre-service teachers’ participation in ePLACE revealed obvious differences.