本研究目的是以行動研究法探討研究者發展之一套能回應「教材教法的實 踐省思」、「撰寫案例前即有效引導師資生聚焦」、以及「有系統的引導師資生 進行多層次省思」的案例撰寫引導架構（Case Writing and Discussion Guide Frame，CWDGF），並探討本架構如何促進實習教師的反省思考層次。本研究 以研究者在2013 年8 月到2015 年1 月教育實習課程所指導的12 位小學實習 教師為研究對象。研究發現，案例撰寫與討論引導架構能促進多數實習教師由 單一迴圈反省思考，進入雙重迴圈反省思考；由技術性省思，進入實務性省思； 並能幫助本研究所有實習教師在案例撰寫後即達到以教學原則如教學目標、方 法與評量的一致性；心理學理論如理想我、現實我；並考慮實習班級或個別學 生特質等脈絡因素提出解釋。

The purpose of this study is to promote student teachers’ reflective thinking by using the case writing and discussion guide framework (CWDGF), which was developed by the researcher in response to the requirement of effective focus before case writing. The framework focused on pedagogical reflection during practicum and provides a systematic guide for pre-service teachers to engage in multiple levels of reflection. The participants were 12 student teachers who were enrolled in the researcher’s class of Educational Practicum from August, 2013 to January, 2015. The results showed that CWDGF helped most student teachers advance from single-loop to double-loop reflection, and from technical to practical reflection. In addition, CWDGF helped all student teachers reach the level of explanation with principle or theory and with consideration of context.