本研究目的在透過組織學習的觀點，以瞭解學校集體智慧的發展歷程。研究者主要採取個案研究法，並選取吉吉國小為研究個案，且以該校參加「閱讀品牌認證計畫」為探究焦點，再經由參與觀察及訪談的方式，蒐集豐富的實地資料，最後獲致以下重要的結論與建議。一、吉吉國小的閱讀專業社群，是連結個人學習、組織學習與學校集體智慧的重要機制；二、認同感、對話、共同約定等是促進組織學習和學校集體智慧的因素；三、命令、沉默文化、缺乏支持等是阻礙組織學習與學校集體智慧的因素；四、吉吉國小的學校集體智慧發展，乃是組織三個學習層次持續互動和累積向上的歷程。

This study intends to understand the developmental process of school's collective wisdom from the perspective of organization learning. The researchers invited Jiji Elementary School to participate in the case study, focusing on its "Plan of Reading Brand Certification", and adopted participative observations as well as interviews as research tools. The main findings of the study are as follows: First, the reading professional community is an important mechanism that links individual learning, organization learning, and school's collective wisdom. Second, the facilitative factors of organization learning and school's collective wisdom include identification, dialog, artifacts, and so on; the impeding factors of organization learning and school's collective wisdom are fiat, the culture of silence and lacking support. Finally, ongoing interactions and upward development of the tri-level organization learning constitute the development of school's collective wisdom.