21世紀從以知識為主的社會，轉向後工業主義、生涯學習、多文化共生、有差異危機的社會。21世紀的學校教育，需要能對應社會的需求，同時追求「品質（Quality）」與「平等（Equality）」，從背誦學習轉為思考探究課程，在對話式的深度學習中轉換知識，由「理解知識」轉為學習「知識的意義與作用」，這也是學習共同體所追求的教育。本文以學習共同體為中心，從世界各國課堂改革的觀察，比較臺灣、日本、韓國、中國大陸、印度、泰國、越南，其學習共同體的普及度、哲學觀及課程領導等情形。最後，從學習共同體思考其對臺灣課程教學改革的貢獻，並提出學習層次及教科書定位等問題，提供臺灣改革現況之參考。

In the twenty-first century, the originally knowledge-oriented society has been transformed into a society featuring post-industrialism, lifelong learning, multicultural symbiosis, and awareness of diversity. School education in the twenty- first century should be able to meet societal needs while conforming to the goals of quality and equality. The focus of courses changes from memorizing to critical thinking. Students convert the learning content into knowledge during the process of dialogue-based in-depth learning. The purpose of learning changes from understanding knowledge to grasping the meaning and function of knowledge, manifesting the education goal of learning communities. Using learning communities as the core, this study compared the prevalence rates, philosophies, and curriculum leadership of learning communities in Taiwan, Japan, South Korea, China, India, Thailand, and Vietnam from the perspective of classroom reform. Finally, this study evaluated the contribution of learning communities to teaching reform in Taiwan and proposed problems including learning hierarchies and textbook positioning to serve as a reference for classroom reform in Taiwan.