為兼顧專業標準、倫理原則及學生期待，本研究融入自主學習、體驗團體、模擬教學、實作練習、專業督導等多元教學方法，設計並執行了「體驗、知識、模擬、實作」四階段之團體諮商課程。為瞭解學生的學習經驗、評估學習成效，研究者蒐集並歸納四階段的學習資料後發現，學生在修課期間展現了積極、自主的學習動力；16位學生與11個機構合作、帶領了16個團體、服務 118 位成員，所有的合作機構均肯定學生的專業表現，91位提供參與意見的團體成員逾九成（93.4%）信任學生、超過八成五（86.8%）滿意學生帶領的團體；實作結束後，學生在八項團體領導能力中有七項進步顯著，顯示四階段課程不僅激發了學生自主學習的動力，還能符合其知能兼備的修課期待；不過進度壓力、授課教師兼任專業督導的耗竭現象則需被看見。最後，研究者還針對課程設計、教學資源及倫理作爲提出相關的討論與建議。

To comply with ethical principles and meet both professional standards and students’ expectations, this study implemented a four-stage curriculum consisting of “experience, knowledge, simulation, and practice.” It also incorporated multiple teaching methods into the group counseling course design, including “independent learning, experiential groups, simulation teaching, practical teaching, and professional supervision.” Furthermore, this study explored the students’ learning experiences and overall learning effectiveness. Multiple data sources indicated that students exhibited proactive and autonomous learning motivation; specifically, 16 students collaborated with 11 organizations, led 16 groups, and served 118 members. All partner organizations highly recognized the students’ professional performance. Among the 91 group members who provided feedback, over 90% (93.4%) reported trusting the student leaders, and over 85% (86.8%) expressed satisfaction with the student-led groups. Upon the conclusion of the course, students demonstrated significant improvement in seven out of eight group leadership competencies. The course successfully met expectations by enhancing both the students’ knowledge and practical abilities, while further motivating autonomous learning. However, certain challenges remain. Notably, the physical and mental exhaustion experienced by teachers striving to meet students’ supervision needs highlights a critical need for better support systems and the alleviation of scheduling pressures. Finally, this study proposes several recommendations regarding curriculum design, teaching resources, and ethical practices.