本研究針對師資職前教育課程的「教學原理」（Principles of Instruction），讓師資生進行微型教學（microteaching）作為實作評量。並經過專家審查，完成了實作評量工具：「微型教學評分及觀察記錄表」。試教的紀錄結果，並修改Flanders 的時間線標記，分表達、媒材和互動三個向度畫記，讓師資生的微型教學歷程表現，可以明確地呈現出來，以幫助師資生教學反思。本研究並比較傳統打總分和「微型教學評分及觀察記錄表」的評分結果，發現兩者相關係數.957，呈現正相關並達顯著差異，可知此方式與傳統打總分方式不但一樣具有信度，而且還可以讓受評之師資生了解到其微型教學過程，在表達、媒材和互動三個向度在各時間點的表現，並且也可以進一步分析評分者的評分結構，受到三個向度的哪一個層面影響較大，必要時可作加權處理，以免總分受單一向度月暈效應的影響。而此套評量作法如能延伸到分科教材教法和教學實習，更能達到藉由微型教學改善教學技能和反思教學的效果。

The purpose of this study was to explore the microteaching in ”Principles of Instruction” of teacher pre-service education as performance assessment investigated, pretested by experts. The performance assessment was completed and named ”The Form of Evaluation and Observation in Microteaching”. In order to clearly show the process of microteaching to the students and help them reflection, we give students the record of demonstrations of teaching and modify Flanders' time line coding, including dimensionalities of expression, teaching materials and interaction. Comparing the score of traditional method of evaluation with the outcome of ”The Form of Evaluation and Observation in Microteaching” in this study, we found that the correlation coefficient between them was .957. They showed positive correlation and significant relationship from each other. Apart from that both of the methods contain reliabilities, students can realize the defects in the process of microteaching of their own according to the dimensionalities of expression, teaching materials and interaction. Most of all, we may analyze how evaluator appraise according to the three dimensionalities and find out the most influential dimensionality. If there is necessary, we can weight one of them lest it causes Hallo Effect. Therefore, we suggest that the Form of Evaluation and Observation may be used in the courses of Teaching Materials and Methods on Subject Areas and Teaching Practicum. We may also reach the purpose of improving teaching technique and reflection on teaching by microteaching.