本文採用2012年日本東京大學佐藤學教授「學習共同體」（Learning Community）的理念，主張教師也應是最佳的學習者，不應單打獨鬥，並在2015-2016年期間，教育部全校型中文閱讀書寫課程革新推動計畫的組織下，組成跨校國文教師共備協作小組，依據「學習共同體」理念設計教學為Hop喚起學習內在動機－Step文本範圍內共有課題的協作學習－Jump比教材文本難一點的「伸展跳躍的學習」三階段。筆者三人選擇唐‧沈既濟〈枕中記〉為共備教學文本，設計可公開實作的教學教案，並在150分鐘實體課堂上實施，包含「課前預習」、「閱讀引導」、「課堂活動」、「討論與回饋」等教學流程，進而檢視實作後的教學成果和調整協作機制。

This article adopts the concept of ＂Learning Community＂ from Sato Manabu the professor of Tokyo University in 2012. He claim that teachers should also be the best learners and should not go it alone. During the period of 2015-2016, under the organization of the Chinese reading, writing, and writing curriculum innovation promotion program by the Ministry of Education, a cross-campus Chinese language teachers cooperative collaborative group is formed to design the teaching based on the concept of learning community. Divided into three stages: Hot, to awake the learning motivation of the intrinsic motivation. Step, to collaborative project in the context of the text. Jump, JUMP-LEARNING more difficult than textbook. The authors chose Tang Dynasty Shen Ji-Ji (A Dream in a Pillow) to prepare teaching texts and design publicly practical instructional teaching plans. It was implemented in a 150 minutes class and include pre-class preparations, guide of reading, classroom activities, discussion and feedback and other teaching processes. After those processes, we then examine the actual teaching results and adjust the coordination mechanism.