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Analytical Chemistry course is a core professional course for chemistry majors and other related majors. Achieving the objectives of this course is crucial for the cultivation of professional talent. Effective implementation of teaching reform and design plays a significant role in enhancing the achievement of curriculum objectives. This paper aims to deepen the curriculum reform based on current implementation issues, and establish a triadic-driven curriculum reform and design model. This model integrates a learning community involving both teachers and students, promotes a seamless online and offline integration, emphasizes curriculum-based ideological and political education, pursues excellence in curriculum elements of profoundness-innovation-challenging, and continuously integrates Outcome-Based Education (OBE) philosophy. Thus, a curriculum reform model known as "unified body, dual-line integration, and triadic drive" has been constructed. [ABSTRACT FROM AUTHOR]

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Soochow University Educational Science Edition is the property of Soochow University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

在1990年代第一波教改行動之後，20年後新一波看似由下而上的翻轉教育在臺灣的教育現場掀起了波瀾，正逐漸改變教與學的圖像。隨著第一波教改對教育的鬆綁解構、九年一貫課程改革、108課程綱要、佐藤學學習共同體風潮、美國的翻轉教室等國際趨勢，加上網路媒體的興起等，特別是教師社群團體的構連，如何鋪陳教改翻轉教育的可能性？國家在其中的角色為何？本研究以政策社會學中脈絡分析觀點，運用菁英訪談與文件分析的方式，爬梳「翻轉教育」在臺灣的轉譯、發展歷程及其因素。研究發現，在2012年之前，有兩條主要軸線逐漸醞釀「翻轉教育」生成之勢，一條是媒體聚光燈下的日本學習共同體及在地轉化，另一則為美國可汗學院到均一教育數位平台的轉譯。以均一教育平台為軸心的「翻轉教室」網絡後來以「2014臺大翻轉教室工作坊」串起臺灣整個「翻轉教育」軸線，並透過媒體及關鍵人將學習共同體串接到「翻轉教育」大傘之下。有趣的是，被各自表述和再 意義化的「翻轉教育」一詞反而產生一種力量，把相關的翻轉教室、學習共同體、創新教學等都匯流整合到「翻轉教育」中。文中也深入討論其間的構連脈絡，包含各種跨界連結、媒體科技助攻與國家角色等，特別是媒體積極扮演起連結翻轉教育行動教師的角色。看似單純的草根力量牽涉了許多複雜的發展脈絡，這波翻轉教育浪潮崛起的背後，可謂全球和本土、中央與地方、國家與民間、人與科技相互交織的脈絡下，乘「勢」而起的發展。 After the first wave of educational reform in the 1990s, the new wave of “Flipped Education” has been emerging seemingly from the bottom in years, thus gradually changing pictures of education in Taiwan. Following the trend of de-regulation and destruction in the first wave, what follows are more educational policy revolutions for the past 20 years; for instance, Curriculum Reform in 2000, 108 Curriculum Outlines, airing with some international influences from Japan, Finland, and the U.S. “Flipped Education” appears sensational around 2014. How was the term “flipped classroom,” originating from the U.S., being re-contextualized in Taiwan and re-termed as “flipped education”? How was the movement initiated and networked? Departing from contextual analysis, this research adopts the elite interviews as well as documentary analysis in order to examine the cause of the flipping whirlwind in Taiwan’s education scene since 2012, the development, translation, and displacement of the flipping network and the relation with K-12 basic education. The result finds that by 2012, two streams of education revolution separately from the learning community in Japan and Khan Academy in the U.S. have fermented the “Flipped Education” in Taiwan. Through the process of localized translation of global trend, the “2014 NTU flipped classroom workshop” plays a significant role in combining both in the big umbrella of “Flipped Education”. Interestingly, the broad interpretations of “Flipped Education” conversely bring about certain power that integrate all kinds of educational revolutions, such as learning community, flipped classroom, creative teaching, etc. To large extent, the media Parenting and Facebook act as triggers in initiating and networking process of “Flipped Education” in Taiwan.

學習領導是因應二十一世紀所需的領導典範，也是十二年國教脈絡下學校進行變革與發展的重要利器，而學習共同體可作為學習領導的具體操作形式。為瞭解教育現場中校長如何在學習領導踐行中運用與建構不同形式的資本帶動學校變革，本研究以學習共同體作為學習領導探討之例，選擇國中、國小各一所作為研究場域，以半結構式訪談蒐集所需資料。研究結果發現，為實踐學習共同體，學校領導者善用自身的人力、文化與社會資本於學習領導，進而為學校建構相互交織的專業資本，在專業資本不斷蓄積厚實之後，便轉換生成領導者與學校的象徵資本。這段學習領導打造學校專業資本、引領變革的歷程，受到學校場域獨特性影響，讓學校的遊戲規則逐步改寫，呈現了校本的個殊路徑。 Background Western countries have promoted the school restructuring movement since the mid-1980s. The movement advocates for systemic reform to change the structure and culture of schools and redefine the roles and responsibilities of those involved in schools (Cuban, 1988). Amid this global context, Taiwan began the process of educational decentralization in the mid-1990s. Subsequently, the Ministry of Education implemented a series of student-centered reforms, one of which being the 12-year basic education curriculum, implemented in 2019. This new competencies-based curriculum requires a new paradigm of teaching and learning. However, departing from traditional teaching approaches is challenging for teachers. Thus, guiding teachers and students through the new learning process is crucial for school leaders. Leadership for learning requires relational and learning-focused communities (Marsh et al., 2014). Pan (2014, 2017a, 2017b) proposed that the learning community is an operational form of leadership for transforming schools. Leadership warrants investigation because it is essential when implementing new curricula. Unlike the approach in studies on leadership practices, we analyzed leadership as a method of capital construction. “Capital” is variously defined. Bourdieu (1986) described three types of capital: cultural, social, and economic. Fullan and Hargreaves (2016) applied the concept of capital to the context of education and proposed that generating professional capital, including human, social, and decisional capital, would positively and considerably change schools. Caldwell and colleagues indicated that schools with financial, intellectual, social and spiritual capital can successfully restructure (Caldwell & Harris, 2008; Harris et al., 2009) indicated that schools with financial, intellectual, social, and spiritual capital can successfully restructure. They framed “leadership as capital formation;” this notion prompted our examination of principals’ creation of school capital through leadership for learning. To explore how principals use and create professional capital and practice leadership for learning, we investigated one elementary school and one middle school. Literature Review (1) Leadership for learning and the learning community We observed that the concept of leadership for learning evolved through two pathways. The first was the discourse surrounding instructional leadership in North America. Instructional leadership evolved into leadership for learning through the combination of transformational and shared leadership (Dimmock, 2012; Hallinger, 2011). The second pathway involves a paradigm shift in leadership and learning. Leadership refers to a series of activities. Learning is embedded in leadership and life (Lingard et al., 2003; MacBeath & Dempster, 2008). Wagner (2001) argued that leadership for learning is an action theory of school reform. Studies on leading learning and the learning community have supported the aforementioned notions (Lin & Wu, 2016; Chen, 2016; Pan & Hsu, 2019). “Learning Community” (xue xi gong tong ti2, 學習共同體3) as an approach for school change incorporating Japanese school practices was proposed by Sato and became a buzzword in Taiwan with the publication of Learning Revolution (Sato, 2006/2012). Sato was influenced by Dewey and Vygotsky when he developed his core theories surrounding teacher collegiality and classroom teaching (Sato, 1999/2004, 2006/2010, 2019). Although Sato’s ideas were introduced to Taiwan from Japan, Taiwan also developed an indigenous model that incorporated local practices. Pan (2014, 2017a, 2017b) described the “Learning Community” approach as a form of leadership for learning. The teacher and classroom learning communities encourage collective learning among teachers and students. (2) Forms of capital Two perspectives on capital have been adopted. First, the sociological perspective defines capital as assets owned by the dominant class. Bourdieu (1986) applied power relations to his analysis of capital, which takes the economic, cultural and symbolic forms. Second, some studies have linked capital to improving schools and organizational innovation and indicated that professional capital is key to transforming teaching (Chen, 2017; Campbell et al., 2016; Datnow, 2018; Hargreaves & Fullan, 2015; Malone et al., 2017). Professional capital consists of human, social, and decisional capital. Human capital is not a primary driver of school development, and social capital can generate human capital (Fullan & Hargreaves, 2016; Hargreaves & Fullan, 2012, 2013, 2020). Methods We recruited the principals, office ditrectors, and teachers of the two schools. Between April and June 2017, we conducted semistructured interviews with 12 participants regarding their perception of the “Learning Community” program. We employed triangulation and member checking to enhance the trustworthiness (Creswell, 2013). Findings The principals used their capital to lead teacher learning and exercised their professional competencies to encourage teachers to commit to improving their instructional practices. The principals were both learners and leaders as they shared their experiences and tended to the teachers’ needs; this process revealed embodied cultural capital. They utilized external social capital by seeking new ideas and providing avenues for teacher empowerment. The principals also employed various decisional capital-based strategies to encourage the teachers to participate in their reform programs. The principals accumulated professional capital for their schools as they practiced leadership for learning. The principals guided the teachers through restructuring pedagogical practice by introducing the philosophies and practices of the “Learning Community” program. The teachers were divided into teams to implement the reform and build mutual trust through collaboration. The school leveraged the accumulated cultural capital to implement novel practices. The teachers, changing their habitus, were willing to take risks and try innovative teaching methods, thereby generating decisional capital. They also equipped themselves with the skills to make decisions about complex situations. In addition, interaction among the various forms of capital was converted to symbolic capital, and embedded symbolic power prompted educational change in terms of rewriting rules of the game in school fields. Conclusion The results indicate that capital plays a crucial role in school reform. Principals’ capital contributes to their ability to lead teacher learning required for the advancement of student outcomes. The accumulation of professional capital is essential to school reform. In addition, symbolic capital, which can be converted from various other forms of capital, improves the reputations of principals and schools. The trajectories of school practices elucidate the pathways involved in rewriting rules in school fields. The results also demonstrate the cultural specificity of capital. Different from the assertion of Bourdieu (1986) that economic capital is the foundation of all types of capital, we found that social capital is the cornerstone of school change.

As the collection data of university digital library increases exponentially, it becomes difficult for college students to find the books they are interested in. Therefore, how to enable college students to quickly find the books they are interested in has become a new research field. This paper analyze the library information and build a multi-objective optimization perspective model library, the library community network modeling problem into a mathematical optimization problem, with the help of the network topology and the idea of particle swarm of swarm intelligence, build a complex network of college library incident, borrow books for college students was optimized by using particle swarm optimization. Finally, the book borrowing events will be clustered into communities according to the properties of the books, so as to get college students′ learning community, and accurately recommend relevant books to college students. The experiments show that, in the case of recommending 10 books, the proposed particle swarm optimization algorithm can improve the recommendation accuracy by 11% and the coverage by 13%. [ABSTRACT FROM AUTHOR]

The significance of teachers' professional development in the new era lies in stimulating teachers' professional consciousness and making teachers become independent, self-acting and self-conscious professional learners. As an organizational model and development concept, teacher learning community can promote teachers to carry out professional exchanges, sharing and learning with goals, subjectivity, equality, sharing and reflection, so that the logical starting point of teachers' professional development model changes from “making up for deficiencies' to “exploring speciality', teachers' status changes from passive object to active subject, teachers' development motivation changes from external drive to internal consciousness, the way of teacher development changes from one-way reception to multi-direction interaction. By doing so, teachers not only gain professional knowledge and skills, but also gain the recognition and awareness of their own professional development, a clear understanding of their development goals, a clear planning of their development paths, and strategies to respond to development challenges, so as to play a leading and driving role in their own development with professional consciousness. [ABSTRACT FROM AUTHOR]

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Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Situation is an indispensable part of cognition and learning. K. Illeris’ s concept of learning situation puts forward that the learning situation has the dual attributes of “immediate situation” and “societal situation”. The learning content responding to the needs, the learning form of high involvement and the interactive relationship of empowerment are the attribute representations of teachers’ immediate learning situation; the adaptive and accessible learning resources, learning-oriented organizational atmosphere and supporting teachers’ identity adjustment are the material, social and psychological foundation laid by societal situation for teachers’ learning, which should form a resultant force to optimize the teachers’ learning situation as a whole at the two levels of the immediate situation and societal situation, that is, pay attention to the content, form and power relationship of teachers’ learning, and strive to cultivate the teacher’s learning community. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究旨在發展國小實施學習共同體品質評估量表，透過文獻探討瞭解國內外有關學習共同體的理論與實務，以建立構念和發展題項，藉由專家審查內容效度與項目分析進行題項的修正、篩選與確認，建立初步的量表結構與測量題項。本研究以105 學年度已實 施學習共同體三年以上的學校教師為施測對象，有效問卷共410 份，首先運用探索性因素分析以純化測量工具；其次，採驗證性因素分析進行競爭模式的比較以選擇最簡效模式，繼而進行該模式的信效度檢定。研究結果發現，總量表整體模式適配度評估皆符合 統計考驗，並具有二階層模式的因素結構，分為校長學習領導、教師教學實踐、家長認同支持及學生學習表現四個分量表。最後，依據研究結果提供國小與後續研究具體建議。 The main purpose of this study was to develop an assessment scale for the quality of implementing learning communities in elementary schools. According to a literature review of research studies on the theory and practice of learning community, the constructs and measuring items of the assessment scale were developed. After establishing expert validity and carrying out a series of item analysis regarding the modification, selection, and confirmation of assessment items, the factor structure and items of the preliminary scale were established. A group of teachers from 42 elementary schools, which have implemented school-based learning communities for at least 3 years by the school year of 2016, participated in this study. Using data collected from 410 valid samples, exploratory factor analysis was first conducted to purify the dimensions of the questionnaire, and confirmatory factor analysis was employed to choose the most parsimonious model by comparison of the goodness of fit among competing models. Subsequently, the reliability and validity of the assessment scale were tested, the results showed that the two-level hierarchical factor structure of the scale was verified, and its goodness-of-fitness conformed to the standard. The 63 items were divided into four subscales, including principal leadership for learning, teachers’ teaching practices, parent supports, and student learning achievements. Finally, suggestions for elementary schools and future research studies were offered.

The concept of teachers’ professional development follows a “defective” pattern regarding teachers as “defective” and “need-to-be-developed” ones, which cannot completely cover the connotation of teacher development. As an alternative concept of professional development, teachers’ professional learning comes into being at the right moment. The concept of teachers’ professional learning holds that teachers have the initiative to learn, that they do not simply accept knowledge, but constantly construct knowledge in education and teaching, and that teachers are “complete people” rather than “professional people” in the process of learning. As an important way to improve teachers’ professional quality, teachers’ professional learning can be achieved by school-based learning. As the main places for teachers to carry out their educational practice, schools should provide environmental support for teachers’ professional learning, such as establishing standardized and institutionalized school-based learning mechanism, providing various cooperative platforms for teachers’ professional learning, and guiding teachers’ reflective practice. [ABSTRACT FROM AUTHOR]

學習共同體作為改變教育現場的一項取徑，在臺灣已實施數年。本研究以自願參與教育部「學習領導下的學習共同體」計畫之試辦學校為對象，探討學校發展為學習共同體的程度，以及學習共同體促動學校產生變革的情形。針對 32 所中小學，採問卷調查法進行研究。結果顯示，試辦學校經過 1 年的試作後，教師對自己學校具有學習共同體特徵，展現正向知覺。在四項落實學習共同體特徵（構面）的得分上，以「願景與認同」最高；其次為「變革的學習」、「支持性與分散性領導」與「分享的個人實務」。而教師參與學習共同體的研討與實作經驗愈多，學校愈能彰顯學習共同體的特徵。另對於學校變革的影響，學習共同體特徵之一的「願景與認同」未具顯著解釋力；「分享的個人實務」對於三項學校變革（教師的課堂教學、教師的專業學習及學校發展力）保持一貫的影響力；「支持性與分散性領導」與「變革的學習」則各對教師的專業學習、學校發展力發揮促進作用。此研究結果除呈現學校在學習共同體各 構面的落實情形，也揭示了學校要能產生變革，需要掌握的學習共同體之關鍵要素。 The learning community, as an approach to influencing changes in schools, has been implemented for several years in Taiwan. To explore how a school develops itself as a learning community and how the learning community triggers changes in the school, the study recruited schools voluntarily attending the MOE-funded project titled “Learning Community under Leadership for Learning” as subjects. A survey was conducted in the 32 participatory schools. The study results indicated that teachers had positive perceptions regarding their schools with features of the learning community. Among the four features (dimensions) of the learning community, “vision and recognition” was ranked as the top feature, followed by “learning for change,” “supportive and distributed leadership,” and “shared personal practice.” In addition, the higher the level of project participation, the more schools exhibited features of the learning community. Moreover, regarding the influence of the learning community on changes in schools, this study revealed that “vision and recognition” had no significant impact, while “shared personal practice” consistently exerted an effect on teachers’ classroom teaching methods and professional learning, and the capacity for school development. “Supportive and distributed leadership” and “learning for change” influenced teachers’ professional learning and the capacity for school development, respectively. The aforementioned results revealed how schools establish themselves as learning communities. Furthermore, the results revealed the vital elements of the learning community that might influence changes in school.

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Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Review (1563-3527) is the property of National Kaohsiung Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究以問卷調查法探討新北市學習共同體前導學校實施現況、面臨困境與解決策略。研究對象為新北市前導學校國小教育人員，研究學校共28 所，共寄發問卷443 份，回收353 份，有效問卷345 份，回收率為77.8％，所得資料以平均數、標準差、變異數分析 等方法進行分析。 根據研究結果，本研究獲致以下結論：一、教育人員知覺學習共同體理念及知覺實踐學習共同體為中上程度。二、不同背景變項教育人員對學習共同體理念知覺情形之差異分析，因職務、身分、學校規模、學校所在地區、學校實施概況的不同 而有顯著差異。三、教育人員實施學習共同體最大困境情形為：教師有趕課壓力、教師共同備課時間不足。四、教育人員認為實施學習共同體遭遇困境可採用因應策略：培養觀課者與授課者間的信任關係，及降低教學者被觀課的壓力；減少與教學不相關的行政 工作、協助安排授課教師彼此的共同時間。本研究根據以上結論，對教育行政主管機關、推動學習共同體學校，提出相關建議。 This study investigated the implementation of learning community in pilot schools of New Taipei City and its associated obstacles and solutions via questionnaire surveys. The participants of the present study included teachers from 28 pilot elementary schools. A total of 443 questionnaires were issued, of which 353 were returned, with 345 valid responses yielding a rate of 77.8% from all the teachers initially selected. T-test and ANOVA were performed to analyze the gathered data. The major findings are as follows. Firstly, the perception score in learning and implementing “learning community” among teachers in pilot schools was rated above average. Secondly, the perception of teachers towards the pragmatic rationales of learning community varied significantly due to factors such as teachers’ status and positions, the sizes of their schools, the locations of their schools, and the ways learning communities are implemented in the schools. Thirdly, the major obstacles in implementing learning community as perceived by the participating teachers included pressure to keeping up with predetermined schedule, and the lack of time for teachers to thoroughly discuss their lesson plans together. Fourthly, solutions to the obstacles in implementing learning community as perceived by the participating teachers included: the need to build mutual trust between teachers and classroom observers, reducing teachers’ pressure of being observed, reducing administrative workload irrelevant to teaching, and arranging communal time slots for teachers in the learning community to discuss and work together. Based on the above conclusions, the authors also provided some suggestions to educational administrative authorities, and schools implementing learning communities.

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

因應學習者的個別差異進行教學調整，使每個學習者的潛能獲得最大的開展乃是適性教育的核心理念，也是教育工作者長時間關心的議題。｢差異化教學｣與｢學習共同體｣可說是因應個別差異以提升學習品質的二個教學模式。二者之理念與做法有其相近之處，亦各有其獨特性。探討｢差異化教學｣與｢學習共同體｣的理念與做法，發展面對多元特質差異學習者的可能做法，將有助於實踐適性教學，落實教育機會均等的理想。本文乃從差異內涵與理念的分析出發，探討｢差異｣的內涵和因應做法的歷史變遷，再比較學習共同體與差異化教學的理念與做法，最後探討以學習共同體學習辯證的做法為架構，整合於差異化教學的可能途徑。 Actively responding to student’s individual differences to enlarge their chance of success is one of the major concerns of educational practitioners. With the philosophy and practical strategies of school reform toward learning community, Manabu Sato promotes an idea of active, collaborative and reflective learning at classroom for education excellence. Differentiated instruction, which is an instruction strategy to enhance individual student’s learning by adjusting the content, process, or product of teaching and learning has received increased attention over the past two decades. These two approaches of instruction provide different perspectives to meet individual learning needs and maximize the chance of success. For the purpose of promoting instructional changes for meeting students’ characteristics and learning needs, this article aims at integrating the practice of learning community into differentiated instruction. The rationale and instruction practices of learning community and differentiated instruction were first analyzed. The ideas of school as learning community and learning as a practice in dialogue were also discussed. It is suggested that three aspects of dialogic communication in the learning practice can be used as a framework for the integration of learning community and differentiated instruction.

近來，佐藤學「學習共同體」的課堂改革論述，在許多亞洲國家（如日本、韓國、中國大陸）掀起了學習革命。而臺灣正因應十二年國民基本教育，學校現場展開了課程教學轉化的實踐。若干縣市已啟動學習共同體的教育政策，鼓勵學校因應十二年國民基本教育啟動教室中的學習革命，為下一代學習開展了轉化的新契機。本研究首先闡述佐藤學「學習共同體」在課堂教學與學習的重要論述；其次探討過去國中生長久以來在升學競爭下形成的被動學習與逃離學習的現象；最後採質性研究的方式，以任教於不同國中的五科專任教師（國文、英文、數學、自然、社會）為訪談對象，探究其以學習共同體啟動課程教學革新的經驗。研究者由訪談結果發現了其教學方式的改變，這些教師也看到了學生學習的改變。本研究的重要發現有六： 一、當前國中教師是以較綜合多元的方式推動課堂學習共同體。 二、以佐藤學的學習三部曲而言，當前國中教師實踐較多的是「協同學習」。 三、當前國中教師的「協同學習」方式，較傾向以「合作學習」的小組討論與表達，而非佐藤學的聆聽、串聯與回歸。 四、對國中生而言，學習共同體帶來最大的改變是學習動機的提升及群性的陶冶。 五、學業低成就學生因學習共同體的啟動不再當教室中的客人。 六、教師因學習共同體而活化自身的教學，也看到課堂風氣的正向改變。 The 12-Year Basic Education policy in Taiwan was unveiled in 2014. Because of the forthcoming implementation of the new policy and the increasingly high ratio of open enrollment, test-oriented teaching is no longer considered to be the primary goal for junior high schools and, therefore, the curriculum must be revised considerably. The government proposed the practice of learning through a learning community, and numerous schools have participated in this learning community program. The traditional learning style of speaking while students listen is expected to change. In this qualitative study, student experiences and how they changed under the guidance of a learning community were investigated by conducting interviews, and potential problems in the learning method were identified. Five teachers from a junior high school, in which the learning community method was adopted in their classes, participated in this study. The results of positivist analysis indicate that the implementation of a learning community is expected to be a valuable educational method under the 12-Year Basic Education system. Both the researcher and the teachers observed changes in student learning caused by the use of various teaching strategies. Six crucial findings were derived from this research. (1) The methods used by junior high school teachers for promoting collaborative learning in their classes are comprehensive and diversified. (2) Based on the learning community proposed by Professor Manabu Sato, the most widely used method in practice among junior high school teachers is collaborative learning. (3) The collaborative learning technique used by junior high school teachers is typically cooperative learning, which focuses on group discussion and expression rather than on listening, connecting, and referring to the text, as argued by Sato. (4) Regarding junior high school students, the greatest benefit produced by collaborative learning is the cultivation of motivation and teamwork. (5) Inferior students who were previously unacquainted with their classmates attained achievements through collaborative learning. (6) Overall, the teachers enhanced student learning, and changed the learning style of the students in a positive manner.

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Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

學校的學習社群是教師自主性的專業組織，其發展有助於提升教師的專業知能，改善學生的學習成效。基於此，近年來有愈來愈多的學校領導人鼓勵校內教師成立學習社群。本文選擇一所推動學習社群的學校為樣本，針對個案學校內，一個由八位教師所組成的學習社群為對象，進行個案研究，探討其從學習社群成立到穩定發展的過程和經驗。研究的方法主要是採取觀察法、深度訪談、文件分析等方式，利用一年的時間蒐集所需的資料。研究結果顯示：(1)學習社群是鬆散且非正式的組織；(2)教師的滿意度可以提高其參與學習社群的動機；(3)學習社群所營造的成長文化具有催化作用；(4)學習社群的發展採取多元化的策略；(5)學習社群有助於促進學校教育的改革。 Learning community in school is an autonomous and professional organization which promotes teachers’ capacity of professional development and improves students’ learning outcome. Recently, more and more schools’ leaders encourage teachers to build learning community. The paper explores the school’s learning community composed by eight teachers as a selected sample and uses case study method. The case study presents the process and experience of learning community from the initial period to stabilized period. The research is conducted with observation, in-depth interview, and document analysis. It takes one year to collect the needed information. The research shows that (1) learning community is a loose and informal organization. (2) teachers’ satisfaction can boost their motivation. (3)climate of growth built by learning community is facilitative. (4) the development of learning community is through multiple strategies. (5) learning community can speed the reform of education.

本研究旨在瞭解由輔導員所組成之九年一貫課程與教學輔導團，在學習社群理念的規劃之下，是否確實達到學習社群的功能，及其在輔導團中專業發展的情形，並探討學習社群與專業發展之間的關係。本研究採用問卷調查法，以研究者自編之學習社群及專業發展調查問卷為研究工具，並以彰化縣九十五學年度九年一貫課程與教學輔導團各領域所有之專兼任輔導員共112 位為研究對象，問卷回收107 份，扣除無效問卷後，實際進行分析之問卷為102 份，有效問卷率為91％。經過資料整理與分析，本研究之主要發現如下： 一、輔導員對於輔導團此一學習社群的知覺及其個人之專業發展均持正向肯定。 二、輔導員的教學年資愈高對學習社群的知覺也愈佳。 三、輔導員的教學年資愈高對專業發展的知覺也愈佳。 四、學習社群與專業發展之間有高度正相關，學習社群知覺愈高者其專業發展知覺 也愈高。 The Grade 1-9 Curriculum and Instruction Consulting Group of Changhua province in this study is consisted of teacher-consultants based on the concepts of learning community and professional development. The purpose of this study is to evaluate whether this group has achieved its goals of establishment and to examine the relationship between their perceptions of learning community and professional development. A self-developed questionnaire regarding learning community and professional development is used to survey 112 teacher-consultants in this group. 102（91%）valid questionnaires are returned and used in analysis. The main findings of this study as follows: 1.The teacher-consultants agree that this group is positively helpful as a learning community and for their professional development. 2.The longer of their teaching experiences, the better they perceive this group as a learning community. 3.The longer of their teaching experiences, the better they perceive their own professional development. 4.The senses of learning community and professional development have highly correlated, the higher they sense this group as a learning community, the better they perceive their own professional development.

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

面對知識型社會的需求，教育需要培育有能力創造新知識及從中獲益的人材。但是，怎樣的教育才能為學生的終身學習作好準備，實在是重要的課題。近年的教育改革中，課程革新已成為推動改革的重要策略。本文的目的是要通過一個課程革新的個案研究，展示網上學習社群如何幫助小學生作知識建構，裝備自已迎接日後終身的挑戰。我們認為學校能為學生終身學習提供的最好準備，是幫助他們建立一種能理解、創造和改進知識，並與知識一起工作的文化。六間香港小學體會到這種新學習文化的重要，便一同參與利用網上學習社群的方法對科學作專題研習。根據學生和教師的訪談分析，發現他們對網上學習社群的經驗可以歸納成兩個要素:協作學習和知識建構。To address the demand of knowledge society, the question is what kind of schooling would be best to prepare students for life in the knowledge society. Curriculum innovations have been regarded as an essential strategy for educational reform throughout the era of educational change over the past years. The aim of this paper is to present a case study of curriculum innovation through online learning communities to prepare primary students for lifelong challenges. We argue the best preparation schools can provide for life is to help students build a culture of understanding, creating, improving and working with knowledge. Realizing the impact of such new learning culture, six primary schools in Hong Kong participated in the implementation of online learning communities through science project works. Through the analysis of the interviews of students and teachers, experiences arising from online learning communities were emerged in two major themes, namely, collaborative learning and knowledge.