本研究主要目的在探討學生在實習過程中，認為機構實習教學者教學內容、教學方 式為何，及其自覺實習獲得的學習為何，是否能符合學校專業教育目標的期待。本研究屬於 探索性研究，以問卷方式向東海大學、輔仁大學和東吳大學社會工作系學生收集資料，計得 196份有效問卷。研究結果顯示機構實習教學者較偏重在技術能力，而較少在認知思辦與分 析整合能力的培育上，以及專業基礎認同。而在教學方式上是有實習教學計畫，但很少讓學 生事先知道如何評估其表現。另外，學生自覺在機構實習的收穫較偏向自我認識，關心社會 中的他人，認識社會工作的專業性，以及服務資源媒介等。相對覺得學得較少的是專業價值 基礎，專業知識的運用和有效性，以及個人價值對專業服務過程影響。其中學生反應學習收 穫程度和教學結構化程度和實習投入程度有密切關係存在。故本研究建議機構應重視實習教 學的結構化，學校應做好實習安置工作，協助機構確認實習教學目標，協助機構提升實習教 學者的教學能力。

　　　　　The purpose of this study is mainly focused upon expeoring that social work studentshink what the instruction content and instruction approach of field instructor are and what they have learnedfrom thier paracticum. Then whether students have learned from the field practices or not is exmined through this exploratory research. There are totally 196 students sample who majored in Social Work Department in Soochow, Fu-Jen and Tunghai Universities. The result are found as follow: (1)field instructors pay more attention to teachingpractice skills than analying and integrating thinking ability as well as identifying the professional bases. Moreover, field instructors usually don't discuss with or inform to students before the practicum begins. Neverless they have set up instruction plan in the course begining. (2)Most students are consciuos of harvests on self-awareness, care for people, comprehensive knowledge on social work profession and understanding of media of service sources after takingthe practicum. In contrast, they feel they are short of knowledge on bases of professional values. (3)there are signification relationships existed among responses to learing harvests, leading structure, and involovement to practicum. Some suggestions are made: (1)field work agency should have appropriate attitudes to student field work practicum; (2)school liason should help field instructor specify fiesd placemment; (3)the teaching or guiding abilities of field instructor should be promoted.