本研究目的在於探討以一「行動─反思」教學模式為基礎，調整及規劃運用於教育實習課程的教學流程，並探討接受此一教學之實習學生其教學知識、策略的變化，及對學習方法的省思。本研究採用行動研究法，以某國立大學教育系四年級修習教育實習課程之學生為研究對象。研究發現共有下列幾項：1.「行動─反思」教學應用於教育實習其實施教學流程分為實習準備、實習行動及實習後檢討三階段，每一個階段都包含（1）個人反思（2）小組對話反思（3）課堂對話（4）教師的引導統整三者的循環，促使實習學生多次反思，達成行動與理論的統整。2.實習學生其教學知識理解的變化包括：（1）理解「了解學生」對教學的重要性，及學生特質與經驗具有特殊性（2）從個別評量方法的認知，到評量與教學目標、學童發展相互關係的理解（3）教學節奏流暢與教室秩序維持互為消長，良好教學設計可以化解兩難困境（4）從與同儕說話一般稍快的速度，轉變至速度適中的教師口語表達（5）理解時間掌控的內涵隨著教學情境的變化而不同3.實習學生對學習方法的省思：（1）行動學習小組的合作，有助於順利完成學習任務（2）反思有助於個人學習過程的正向情緒（3）行動帶來豐富的學習（4）反思的報告增添課業的負荷。

The purposes of this study were to explore the adaptation of “action- reflection” teaching model for the implementation of teaching practicum course. It also tried to understand the students’ comprehension on their teaching knowledge after they received an “action-reflection” teaching. During the course, students’ reflections of learning method were also discussed. This study applied an action research with a group of forty college students enrolling in a course of teaching practicum.
The main findings included: (1) The cycle of “action-reflection” teaching consisted of personal reflection, group reflection and teacher guided reflection, and integration within the whole class. (2) What students gained more about certain specific concepts of teaching were actually from their reflections on teaching in real contexts. (3) Students became more aware that many factors should be considered simultaneously when evaluating children’s performances. (4) The balance between teaching and discipline should be achieved by a well-designed lesson plan. (5) Students became more confident and efficient in using several teaching strategies, such as oral presentation and timing control. (6) Students believe that it was helpful to conduct a team-work to complete learning tasks within their own group. Finally, they all agreed that knowledge was constructed and integrated by involving themselves doing reflections after teaching.