職前教師為未來之教師，國小師資培育「教材教法與教學實習」課程的教學，應由具體的試教及講評，培養國小職前教師有效教學的知能。本研究以探討國小職前教師於國語試教的表現，及對有效教學的認知在試教前和講評指導後的差異，以檢視認知理解對實能表現的影響為目的。研究者應用通過信、效度考驗的「國民小學職前教師教學能力檢定評分量表」，對105學年第二學期修習「國民小學國語教材教法」之16位國小職前教師，進行國語試教評量，以及試教前後對評分量表理解情形之問卷調查。之後分析試教者的教學表現及問卷調查結果，歸納研究結論及提出相關建議。

As the pre-service teachers are the teacher candidates, the teaching of such curriculum as ＂Teaching Materials, Pedagogy and Teaching Practice＂ for the teacher qualification incubation shall be based on concrete teachingdemonstration and comment in order to develop the primary school pre-service teachers' cognition of the effective teaching. This study aims to explore the primary school pre-service teachers' Mandarin teachingdemonstrationperformance and the discrepancy of their cognition of the effective teaching between pre-demonstrationteaching and post-comment and guidance so as to examine the impact made by the understanding of cognition on the representation of actual efficacy. The researcher applies the ＂Assessment Rating Scale of Primary School Pre-service Teachers' Teaching Competence＂ which passes the reliability and validity test to conduct the evaluation on the Mandarin demonstration teaching as well the questionnaire survey on their understating of the rating scale before and after the teachingdemonstration for 16 primary school pre-service teachers who study the ＂Primary School Mandarin Teaching Materials and Pedagogy＂ in the second semester of Academic Year 2016. Furthermore the researcher analyzes the teaching performance of the pre-service teachers as well as the results of the questionnaire survey, induce the study conclusions and propose the related suggestions.