The Chinese literature course for freshmen at the National Taichung University of Education promotes the reform of Chinese course by implementing school-wide reading and writing projects. In order to enhance learning outcome, it successively introduces Manabu Sato's "Learning Community" and treats students as subjects to change instructional field. Through co-planning mechanism, it constructs one teacher community of mutual learning and growth. The reform of the course is mainly based on both teachers and students. As to teachers, it established "co-planning mechanism of course" and managed community support with listening, diversity and innovation. As to students, based on class discussion model of "collaborative learning", it focused on listening and sharing to accomplish the purpose of peer learning. At the same time, upon practice of "open class", it gradually constructed three phases of co-planning, teaching demonstration and class reflection and included students, class teachers and observation teachers in "learning community". After the implementation of two academic years, all teachers have participated in co-planning and have publicized the result of course. The introduction of the idea of "learning community" is the process of translation in place (individualization) of Chinese course for freshmen at National Taichung University of Education. Through review, transformation and involvement, it establishes the exclusive pattern of Chinese course of the university and demonstrates the outcome of multiple instruction of higher education.