學習共同體理念在國民小學運用與實踐經驗之敘說研究

Exploring Learning Communities in Elementary Schools: A Narrative Inquiry into Practical Experiences and Applications

教育部訂定十二年國民基本教育課程發展以「核心素養」為主軸，此波走向以學習者為主體，培養終身學習能力之課程改革，強調的是互動與協同學習之共學共好精神。教師運用學習共同體於課堂，將為師生共學帶來正向之影響力；教師構築夥伴關照之課堂學習氛圍以及教學活動之引導，教師持續之反思性實踐，都將成為影響協同學習成功之關鍵。本研究旨在透過敘說，論述研究者自我省思實踐學習共同體之教學現場細節與脈絡，將理論銜接教學現場以實踐教學改革之歷程，本研究結論如下：
1.國民小學推動學習共同體的理論與實務結合聚焦於對於學習共同體核心概念確實
之實踐，教師在lesson study中，持續的反思與實踐。
2.學習共同體課堂重構教師教學、學生學習、課程教材與學習環境之層面，營造適合
學生互學之環境。
3.學習共同的課堂，教師為引導者、串聯者，學生成為學習主體。

基於上述研究結論，本研究提出建議供學術研究與教學實務參考。

The Ministry of Education has developed a 12-Year Basic Education curriculum centered on core competencies (2014). The curriculum focuses on placing learners at the center to foster lifelong learning abilities and encourage collaborative learning and mutual benefit through interaction. Learning communities are beneficial for both teachers and students. Creating a classroom atmosphere of caring partnerships and guiding teaching activities through teachers’continuous reflective practice are crucial to successful collaborative learning.
This study narrates the researcher’s experiences with self-reflection and practice in learning communities within teaching setting connecting theoretical concepts to practical teaching to support educational reform.
The conclusions of this research are as follows:
1. The integration of theory and practice to promote the development of learning communities in elementary schools emphasizes the practical application of core concepts, with teachers continually reflecting and practicing through lesson study (teachers try to develop a lesson plan).
2. In learning community classrooms, teacher instruction, student learning, curriculum materials, and learning environments are reshaped to foster student interaction.
3. In learning community classrooms, teachers serve as guides and facilitators, and students are active learners.
This study offers recommendations for academic research and teaching practices to consider and implement.