本論文旨在探討網路環境的反思能力成長策略，目的有三項：(1)瞭解網路實習輔導的實施情況。(2)提出反思能力成長策略，並評估實習教師反思能力成長的情形。(3)分析網路實習輔導環境的論壇主持策略與原則。研究首先規劃出適合實習教師反思能力成長的網路環境以及相關輔導策略，而後透過教學實習輔導園地（STNET）的建置以及BBS環境的運用，配合教學實習、教材教法二課程的進行，據以實施所擬定的輔導策略，有關實施的結果則以問卷調查、反思內容分析以及個案分析等方法來探討分析。研究結果發現：(1)網路實習輔導的作法與效益獲得實習教師肯定。(2)網路環境影響實習教師參與的意願。(3)網路環境的參與情形與反思能力的提昇不必然相關。(4)適當的運用網路環境並與相關輔導策略密切配合，可以促使實習教師的反思能力成長。(5)論壇主持方式影響引導結果。

The purpose of this research is to explore strategies to foster reflection among student teachers in network environment. There are three objects in the study.(1) The impact of using network technology to help teaching practicum among student teachers is understood.(2) The strategies of reflection are proposed and the growth of a capacity for reflection is analyzed among student teachers.(3) The influence of the moderator strategies in network environment is analyzed. We proposed the guidance strategies of reflection and constructeda web-based system, STNET. Then we used STNET and BBS with strategies of reflection to promote reflection among student teachers during teaching practicum and method course. The questionnaire, content analysis, and case study were conducted to examine the result of implementation. Our research findings may be summarized as follows. (1) Student Teachers welcome the idea and effects of using network technology to help teaching practicum.(2) Network environment affects participation of student teacher.(3) The correlation between participation of student teacher and growth of a capacity for reflection is not absolute.(4) To use network technology with proper guidance strategies can promote reflection among student teacher.(5) The moderator strategies affect result of moderating.