The purpose of this study is to explore the relevance of teachers' collaborative learning approach to community work curriculum, the interaction between group peers and community work expertise, and the relevance of group peer interaction and community service learning abilities. Based on a class of community work courses for one semester, the research conclusions are: (1) the interaction of group peers has a key strength. (2) The students' professional knowledge learning and community service learning complement each other. (3) Teaching activities integrated with artistic media symbols help to detect differences. The research proposals include (1) making good use of the emotional interaction elements in peer interaction;. (2) teachers and students have a common problem facing uncertainty; . (3) social work is the teaching practice of art.