本研究嘗試將視訊和電腦網路兩者結合，以網路視訊案例方式探討視訊在教學實習上的應用。具體的研究目標有三：(1)建置一實習教師教學視訊案例網站，並探討其運作及使用情形。(2)探討實習教師在觀看網站上自己的教學錄影後，對他們之教學的影響。(3)探討實習教師對網路視訊案例協助實習的看法。
研究中找尋了五位自願的中學資訊科實習教師參與本實驗，以一學年時間定期拍攝他們每人各五次的上課過程，並建立一個視訊案例網站，放置每次拍攝的教學影片案例及各項問卷，請他們上網觀看自己的教學影片、做自我反省評論及將評論意見填於問卷上。研究資料分析採取質的研究法，以個案分析的方式分別探討五位受試教師在看了教學影片後在教學方面獲得什麼啟示，並從各項問卷中歸納整理出網站使用情形的結果及受試教師之實驗觀感。
本研究得到如下結果：(1)網站的運作還算穩定，但網站的使用率則因網路速度不夠快、受試教師平時工作忙碌、觀看影片後心情的影響及問卷不易回答的因素而偏低。(2)在對教學的輔導成效方面，網站上的影片不僅可讓五位教師真正瞭解到自己上課所具有的優缺點及各項特色，還可做為他們教學成長的紀錄。(3)在受試教師之實驗觀感方面，他們對於觀看自己的教學影片愈來愈能適應，也認為此實驗對他們教學帶來了不少幫助與影響。
建議未來網路視訊案例的使用可以推廣應用於職前教師及資深教師，並開放教師間的彼此觀摩與意見交流，以充分發揮網路的功能，達到彼此切磋、教學相長的功用。

This research tries to integrate video and computer network, and adopts network-supported video cases as an application in teaching internship. There are three concrete objects in the study. (1) Build a web site of teaching video cases for student teachers, and understand its running and accessing status. (2) Understand the effects on the student teachers' teaching performance after they watched their own teaching video clips. And (3) Understand the student teachers' views of network-supported video cases in teaching internship.
Five high school student teachers of computer science joined this experiment as volunteers. For each teacher, the study spent one school year to video-record his/her teaching process five times. A web site of video cases was built to store these video cases and all the questionnaires. The teachers had to watch their own teaching video clips on the web site, make self-examination of their teaching, and write down their opinions on the questionnaires. The collected data was analyzed by qualitative research method. Case analysis was used to know what teaching experience the five student teachers acquired after watching their teaching video clips. Besides, information classified and induced from the questionnaires was applied to understand the running and accessing status of the web site and the student teachers' views of this experiment.
The research findings can be summarized as follows. (1) The web site ran steadily, but the accessing rate was low. This was due to the slow speed of the network transportation, the busy life of the subjects, the affectional influence after viewing the video clips, and the difficulty of the guiding questions. (2) As to the effects on the teaching guidance, the video cases on this web site not only gave those teachers chances to understand their teaching merits, demerits, and characteristics, but also could be served as progressing records of their teaching. (3) As to their views and feelings of this experiment, they not merely became more and more adaptive to watch their own teaching video records, but said that this experiment had brought them much assistance and effect on teaching as well.
It is suggested that in the future such network-supported video can be applied to help preservice and inservice teachers, and this environment can be opened to make those teachers watch video and share ideas of each other. In such way, the function of network would be used more adequately, and the goal of teaching promotion may be reached more ideally.

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