本研究旨在運用網路的特性，結合教學知能輔導策略與教學檔案（teaching portfolio）的實施，提出一套遠距教學知能輔導模式，並以此模式發展一個建構於WW環境的教學知能輔導系統，期能有助於提昇實習教師之教學知能，開拓教學輔導的新模式。本研究分為四個步驟進行：首先，進行教學檔案、網路討論環境，以及網路特性等相關文獻探討，並進行教學輔導的現況調查，以瞭解教學輔導的現況與需求；其次，依據文獻探討以及現況調查的結果，建構遠距教學知能輔導的輔導模式與系統架構，並依此架構完成系統之設計與研發；接著，將系統運用在實際的教學輔導工作中，並進行系統的評估工作以及輔導過程中的資料收集工作；最後，進行資料的整理與分析，並提出結論與建議，以做為日後實施與研究之參考。 在此過程中，本研究發展了一套建置在WWW環境的遠距教學知能輔導系統，此系統提供了一個便利的溝通與討論的環境，並藉由教學檔案內容的收集與相關活動的進行，達到經驗傳承與資源共享的目的，配合遠距教學知能輔導模式加以實施，使實習輔導工作與實習教師實際的教學活動得以緊密的結合。為進一步瞭解本系統的可行性，本研究進行了系統的實際應用與評估工作，在專家評估中，專家們大都肯定本系統所提供的各項功能，能有助於教學輔導工作的進行；而在使用者評估中，大多數參與本系統輔導活動的實習教師，在使用後則表示此系統對其教學能有所幫助，且願意持續參與本系統的輔導活動。由此可見，本研究中所提出的遠距教學知能輔導模式與系統的可行性高、對實習教師的教學有所幫助，且值得在實際的教學輔導工作中施行。

The purpose of this study is to construct a WWW-based mentoring system, which combines the mentoring strategy of teaching knowledge and skill and the implementing of teaching portfolio to enhance the teaching knowledge and skill of perservice teachers and to provide a new way to guide the teaching practice. The methodology of this study consists of the following steps. Firstly, proceed the literature review of teaching portfolio, network, and teacher preparation and analyze the present situation and the need of teaching guidance by survey. Secondly, according to the result of literature review and survey, build a model and system framework of distance teaching knowledge and skill mentoring system. Design and implement the system based on the framework. Succeedingly, apply the system to the real teaching guidance circumstance, collect data generated in the process, and evaluate the effect of the system. At last, analyze data to address suggestions and conclusions to be the reference by others interested in this domain. This study develops a distance teaching knowledge and skill mentoring system, which provides a convenient environment for communication and discussion to sharing experience and resource by gathering teaching portfolio and proceeding relational activities. The application of this system makes the work of mentoring preservice teacher and the actual teaching activities of preservice teachers conjuncted tightly. Testing the feasibility of the system further, the actual application and evaluation is proceeded by users and experts. The response of expertise shows that the system is feasible, useful, and worth implementation.