本研究旨在探討臨床視導在國小實習教師教學輔導之需求性。茲編成「國小實習教師教學實習臨床視導調查問卷」，以台北市國小實習教師、實習輔導教師、校長、實習指導教師為對象，各隨機抽取200、200、50、70名實施調查，共520名樣本。問卷回收434份，回收率83.46%，可用問卷426份，可用率81.92%。 其次，編製「國小實習教師教學實習臨床視導訪問指導」，根據問卷調查資料的分析結果，立意選取國小校長二位、實習教師、實習輔導教師、實習指導教師各四位進行訪問，以深入了解影響其知覺臨床視導理想需求與實際實施程度差距的可能因素。 研究結果顯示，臨床視導在國小實習教師教學輔導之需求性頗高，理想需求程度為3.24分、實際實施程度為2.77分、理想與實際差距為0.4677分，經t考驗達極顯著水準，顯示兩者之間有相當差距，其中「教室觀察」差距最大、其次依序為「計畫會談」、「回饋會談」。 影響理想與實際差距的可能因素，除認知差距、理念推廣不足、心態保守設限、時間調配不均等「人的層面」、認為臨床視導忽略教學脈絡、與教材之間缺乏連結、工具發展不夠完善等「對臨床視導的誤解層面」外，輔導人員研習時間太短、訓練不足、熟練度不夠等「人和臨床視導工具的結合層面」也是主要因素。 根據研究所得，本研究分別對教育行政機關、師資培育機構、教育實習機構及未來研究提出多項建議。

The purposes of this study were to understand the ideal, actual and the discrepancies between "ideal" and "actual" applications of clinical supervision techniques by intern teachers, mentor teachers, principals, university professors, and investigate the reasons for those discrepancies. In addition to theoretical analysis, the research methods of the study were a questionnaire survey and a semi-structure interview. The subjects of the study were 170 intern teachers, 172 mentor teachers, 46 principals, and 44 professors. The data from questionnaire survey were analyzed using Mean, STD, one way ANDV A, MANDV A, and t-test. Based on the results of the discrepancies between "ideal" and "actual" applications of clinical supervision techniques, four intern teachers, four mentor teachers, two principal, and four professors were identified for a semi-structure interview. The data from semi-structure interview were analyzed with reference to three dimensions for those discrepancies. According to the research findings, this author proposes several suggestions for teacher education institutes, educational administration authorities, and junior high schools respectively.