本研究依據同儕教練理論及相關文獻，配合學生的學習發展及社會學習領域相關單元之問題，編擬出同儕教練實施方法。同儕教師合作歷程主要包括三個階段：研究起點的建構與萌芽→ 同儕教練視導模式的實施→ 實施結構與模式的持續化。經 過二單元循環的實驗教學後，藉由同儕教練視導的實施，讓同儕教師提升了其在課程與教學方面的意識、恢復課程設計能力、及實踐教學的能力。在實施同儕教練視導時，確實存在著困難點與挑戰。包括：（一）同儕教師個 人方面：誤認同儕教練會成為一種變相的教師評鑑方式；教師角色衝突，常會使其分身乏術；教室觀察能力不足引發困擾；同儕教師具主體性，並不一定全盤地複製從教練教師身上所獲得的東西；及根深蒂固的「以智凌越一切」的迷思概念。（二） 學校方面：若無來自行政機制的支援與責任分擔，課程計畫是很難推動實施的；「不太能多說」的組織氣氛與教師文化，影響了研究討論歷程中的真誠溝通。（三）教案設計方面：事前精心設計的教案產了某種程度的框框限制。最後並提出解決方法與建議，供日後在國小進行同儕教練模式時之參考。

This study intends to apply peer coaching implementation according to the theory of peer coaching coping with students’ learning development and social learning issues. There are three main stages for peer coaches to teach cooperatively: investigate where to construct and follow up － the implementation of the peer-coaching method － continuance of implementation construction and model. With peer supervision and two circulation units of experimental instruction, peer teachers strengthen their consciousness of curriculum and instruction, and enforce their ability of curriculum design and practical instruction. Existing difficulties and challenges include: (1) individual peer teacher: the misunderstanding of peer coaching as a diverse form of teacher evaluation. The conflicts of teacher characters would have them feel tied up because of the lack of classroom observation ability. Individual peer teacher with one’s own subject matter would not certainly duplicate what is learned from other peer teachers because of the misconception of “wisdom is the most important of all.” (2) School: It is difficult to practice a curriculum project if there is no support or responsibility from the school administration. The atmosphere of organization and teacher culture of “not saying too much” would affect communication in the process of study and discussion. (3) The design of teaching plans: A certain kind of restriction is caused by designing the teaching project in advance.