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本研究組成包含師資培育大學國語文教師、國小教師及國小師資生之專業成長社群，依據課室研究（lesson study）的理念，進行國小國語文內容深究教學之共備觀議課。旨在探究此社群以課室研究理念進行共備觀議課對國小師資生國語文內容深究教學之增能，及其實施的歷程與對社群成員的影響。獲得以下結論：一、透過互動、交流及一對一的指導，國小師資生釐清內容深究教學的意涵，了解其教學的問題，增進實施國語文內容深究有效教學的知能；二、專業成長社群以互信的溝通、交流，深化國小師資生對於國語文內容深究教學的理解與運用，啟動內容深究教學知能的精進；三、專業成長社群依據課室研究的理念進行共備觀議課的歷程，結合理論與實務的互補、共學，促進社群成員國語文內容深究教學的啟發與成長；四、以課室研究理念進行共備觀議課，透過彼此交流凝聚共識，再而共同設計、觀察討論教學，師資培育大學國語文教師、國小教師及國小師資生由獲得深化國語文內容深究教學的訊息和知識，而省思教學強化專業知能。研究者依據探究結果提出相關建議，作為師資職前教育及研究之參考。 The Professional Growth Community（PGC）of this research included Chinese teachers at Teacher Education University and elementary school as well as elementary preservice teachers. Based on the concept and the process of lesson study, they collaboratively prepared lessons, observed and debriefed on Chinese content-exploring-teaching. The purpose of the study was to explore how the PGC constructed and practiced the process of collaborative lesson preparation, observation and debriefing, which is based on the concept of lesson study. It also discussed the impact on Chinese content-exploring-teaching competence of elementary preservice teachers and community members. The research findings can be summarized as follows: First, the lesson study process of PGC can effectively bridge theory and practice. Second, the lesson study process of PGC met the learning needs of elementary preservice teachers, activated the learning intelligence, and echoed the assumption of lesson study: Helping teachers to understand how students think and learn new things. Third, collaborative lesson preparation, observation and debriefing of lesson study concept was conducted through professional dialogue, co-design, observation and discussion of teaching. It enabled Chinese teachers at Teacher Education University and elementary school to acquire information and knowledge to deepen Chinese content-exploring-teaching. Subsequently, they reflected on teaching to strengthen their professional competence. Fourth, based on the concept of lesson study, the PGC deepened preservice teachers’ understanding and construction of Chinese content-exploring-teaching knowledge, and enhanced their professional competence of Chinese content-exploring-teaching design and performance. Based on the findings of the research, the researcher puts forward relevant suggestions as a reference for elementary preservice teacher education and research.

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