本研究將修習「教學實習」課程的職前教師分成小組，每小組由一位資深教師擔任職前教師網路論壇之電子導師（electronic mentor），負責引導各組職前教師在網路論壇的討論，以及提供他們教學實務經驗的參考。本研究以質化（qualitative）與量化（quantitative）的方式分析電子導師引導討論的信念、風格（包括初始議題方式、回應議題方式、和溝通語氣）、及其參與論壇情形對職前教師網路論壇的影響，並觀察論壇小組同儕互動的情形。
研究結果發現，電子導師引導有四種初始議題方式、七種回應議題方式、以及六種溝通語氣；而電子導師引導的信念、風格、以及其參與情形均影響論壇討論的結果，且小組組成與小組活動也影響論壇的討論；此外，電子導師與職前教師雙方對論壇進行的認知與彼此的熟悉度也影響彼此的互動。

This study investigated the effects of electronic mentors in leading a pre-service teacher electronic forum. Five experienced secondary school teachers served as the electronic mentors, each leading a group of six or seven pre-service teachers in a forum. Qualitative and quantitative methods were used to determine the influencing factors in successfulness of a forum. It was found that differences in personal views on the aims of the forum, the moderating styles, and levels of enthusiasms in leading the forum are the three major factors. Furthermore, presence of active members in a forum group was found to have attracted participation of pre-service teachers in the discussions. The degree of familiarity between the electronic mentors and the pre-service teachers was also a minor factor.

目 錄
附表目錄III
附圖目錄IV
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的2
第三節 研究範圍與限制3
第四節 名詞釋義3
第二章 文獻探討4
第一節 網路環境與師資培育課程4
第二節 網路論壇於師資培育之應用9
第三節 網路論壇主持的策略13
第四節 電子導師17
第三章 研究方法20
第一節 研究設計20
第二節 研究對象21
第三節 研究工具22
第四節 網路論壇環境25
第五節 實施步驟27
第六節 資料分析31
第四章 結果與討論33
第一節 電子導師與職前教師參與情形統計33
第二節 電子導師和職前教師問卷結果35
第三節 電子導師主持論壇策略39
第四節 電子導師個人引導風格與其效應50
第五節 小組同儕的互動54
第六節 電子導師與職前教師之互動57
第五章 結論與建議60
第一節 結論60
第二節 建議63
參考文獻65
附錄一 電子導師問卷（一）70
附錄二 電子導師問卷（二）71
附錄三 職前教師問卷（一）72
附錄四 職前教師問卷（二）73
附錄五 電子導師初始文章分析表74
附錄六 電子導師回應文章分析表75
附表目錄
表3-1 職前教師各組人數分配表21
表3-2 職前教師第一階段微試教各週試教內容28
表3-3 第一階段電子導師初始主題輪流次序28
表3-4 第二階段微試教各週試教內容29
表4-1 各組電子導師初始議題數及其回應職前教師文章數統計33
表4-2 各組電子導師初始議題數及職前教師回應數統計33
表4-3 各組職前教師發表文章數統計34
表4-4 第一階段問卷分析結果36
表4-5 第二階段電子導師問卷結果37
表4-6 第二階段職前教師問卷結果38
表4-7 各組電子導師初始議題方式、回應方式與溝通語氣分析統計39
附圖目錄
圖3-1 STNET實習輔導園地25
圖3-2 STNET教學資源區26
圖3-3 STNET教學實習討論區26
圖3-4 論壇討論實施步驟30

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