一位國中國文老師的學習共同體之旅:以教師學習為核心

本研究採個案研究法，以「教師學習」為核心，對一位國中國文教師的學習共同體實踐之旅進行研究，探究其如何進行學習共同體的學習與實踐。本研究的研究目的有二：(一)探究個案教師如何學習「學習共同體」的實踐方法。(二)探究個案教師創生的「學習共同體」實踐知識為何。本研究有以下發現：(一)新北市學習共同體的學習系統，協助個案教師獲得實踐的方略。(二)從鑽研理論向典範學習邁向傾聽學生，創生班級的協同學習文化。(三)以課例研究進行紀錄省思與分享，實踐經驗得以具現化、語言化。(四)在同一個年段，以班群進行學習共同體實踐是國中階段可行的方式。最後綜合本研究的研究發現，針對學習共同體的教師實踐，分別對於學校、縣市教育局以及教師提出建議，以供參考。

關鍵字

學習共同體；教師學習；協同學習；課例研究

並列摘要

This research adopts a case study method, with "teacher learning" as the core, to study the practice journey of a Chinese language art in the learning community, and to explore how to carry out the learning and practice of the learning community. The purpose of this research is twofold: (1) To explore how the case teacher learns the practical methods of " School as learning community". (2) Explore the practical knowledge of the " School as learning community" created by the individual teachers. The findings of this study are as follows: (1) The learning system of the New Taipei City Learning Community assists case teachers in obtaining practical strategies. (2) From delving into theory to model learning towards listening to students, creating a collaborative learning culture in the class. (3) Recording, reflection and sharing through lesson study, practical experience can be realized and verbalized. (4) In the same grade, the practice of learning community in groups is a feasible way for middle school. Finally, based on the findings of this research, the teachers’ practice of the learning community will provide suggestions for schools, county and city education bureaus, and teachers for reference.