在師資培育精緻化的趨勢下，如何為教育實習輔導教師提供有效輔導策略且增進自主學 習能力甚為重要。本研究採Zimmerman（1989）的自我調整學習模式為基礎，訓練參與 教育實習的職前教師，於實習過程中自我記錄五項實習任務（教學、班級經營與輔導、 行政、參與研習和人際關係）的自我調適經驗，並參與每月一次共三次的團體督導方案。 收集37 位輔導科系的研究參與者之自我調整學習作業單共429 份，採內容分析法分析之。 研究結果顯示: 實習教師各項實習任務內涵中的自我調整策略的使用情形，會因實習項 目差異而自我調整。面對各種實習任務，實習教師的自我判斷皆以正向自我評價最多、 策略歸因居次；而自我反應則以調適策略最多。根據結果本研究建議：一、可應用自我 調整學習策略訓練教育實習教師，檢視其實習任務經驗並以增進自我調適的自學能力。 二、可應用此模式了解實習教師對實習項目的任務價值，並探討其內在價值。三、可針 對實習教師自我調整的不足處加強訓練，如「意志力」是普遍偏弱。四、可應用於實習 輔導督導訓練方案。五、此模式可做為輔導教育實習階段的輔導策略，加強實習教師各 種自我調整策略的學習與運用。六、提供後續研究設計與分析之建議。

With the trend of refinement for pre-service teacher education, it is important to provide effective counseling strategies to pre-service teachers and to enhance their self-directed learning abilities. This study applied the self-regulation learning strategies program based on Zimmerman (1989). Participating pre-service teachers were required to keep records of their tasks during the internship process, and to attend the monthly workshops held during a three month period for the purpose of group supervision. The basic internship tasks included: teaching, class management, administration, professional growth, and interpersonal relationships. The records of 37 participants and 429 self-regulated learning worksheets were analyzed. The results show that, due to differences in the nature of the internship tasks, pre-service teachers tended to adjust the ways they applied the self-adjustment strategies to the contents of different tasks. Facing various internship tasks, in regard to self-evaluation, positive self-evaluation was used most often, followed by strategic attribution. Regarding self-response, they adjusted strategies the most often. According to the results, this study suggests: 1. Self-regulated learning could be used to train pre-service teachers, study their practicum experience, and enhance their selfadjustment ability. 2. This model can be used to understand pre-service teachers’ perspectives regarding the values of the internship tasks, and to explore their intrinsic values. 3. Provide more training on self-adjustment; for example, willpower is generally the weakest among preservice teachers. 4. This model can be used as a self-adjustment program for group counseling during internship. 5. This model could be adopted for counseling pre-service teachers and for enhancing their learning and application of the self-adjustment strategies. 6. Suggestions for further research design and analysis.