本研究旨在針對一經驗性學習諮商演練方案進行成果評鑑。此一方案乃研究者任教「諮商理論與技術」課程中之一方案，依據經驗性學習原則自行設計，強調學習者不斷嘗試、體驗的學習歷程。修課同學各自尋找搭擋、決定扮演諮商員或案主的角色，進行為期十週之諮商。現象學分析法用來分析同學們在此方案的總結報告。結果發現，修課同學在諮商目標、諮商歷程、諮商員角色、案主期待/角度、諮商專業，與自我覺察、對方案的看法等都有所體認，他們學習得的內容相當地多樣而且深刻，與其初始諮商知能相較，同學們對諮商有了不同的觀點，瞭解較多諮商，而且也表達再學習的意願與動機。本研究引用眾多修課同學們的文字，使其第一手地呈現在讀者之前。本研究肯定經驗性學習的諮商演練模式，並建議在今後的諮商演練方案，能夠提供一自由開放的教學氣氛、設計一尊重經驗、與強調過程的方案。

This study was to evaluate a counseling training program designed on the basis of the experiential learning theory. This program was for counselor trainees to play the role of either counselor or client in the counseling relationship, lasting for 10 weeks. The characteristics of experiential learning stress a continuous learning process out of experiences. Counselor trainees in this study commenced their relationships without prior counseling skills lecture. Data was retrieved from the final paper for this program and phenomenological analyzed. The results supported that this counseling training program in the experiential learning style was productive and profound. Trainees could comprehend the profile of the counseling profession in terms of counseling goals and process, counselor role, client expectation, and the practice. Besides, trainees got insight of themselves being in the counseling process as well as able to comment on the program. The results suggested that they, after the program, held different perspectives and knew better about counseling. They could probably conduct more professional behavior and hopefully could be of use to those who need to be assisted. Discussions and suggestions on a counseling training program in the experiential learning style were to provide a free atmosphere in a classroom, and a program stressing learning process.