本研究旨在探討臺南市一所國小發展學習共同體的歷程。本研究採個案研究法，透過訪談、文件分析、觀察紀錄及社群網頁等方式蒐集資料。研究結果如下：一、個案學校不斷的促發教師參與動機，提供行政支持力量，引進外部經費資源，並透過教育產業工會成立學習共同體推動小組，最終影響到教育局的關注，形成「由下而上，再由上而下」的交互關係推動課程改革與教師專業成長。二、個案學校推動授業研究，致力於建構出學習型組織，其策略包括：加強宣導化解抗拒，拓展專業學習和溝通管道，以及系統化運作模式。三、個案學校一方面強化教師認同、持續宣導鼓勵，另方面檢視歷程問題、尋求改進，藉以引發教師反思如何營造寧靜和諧的學習環境，發展教師專業成長，並推動落實學生學習的課堂改革，以建構出理論與實務的整合架構。

The purpose of this study is to investigate the process of learning community at an elementary school in Tainan. The results showed as following: 1. The case school constantly accelerates the development of learning community organizations, arouses motivation of teachers and help of the administration organizations. It also plays a key supporting role and as colleagues, fighting for funding to support teachers 2. The case school accelerates the learning organization's strategy of the lesson study of learning community, including the strengthening of advocacy to defuse the exclusion barriers, the development of professional learning and communication channels and systematic lesson study of the mode of operation. 3. When the schools develop learning community, they should strengthen the identity and advocate participating in continuously. Keep rethinking about the effectiveness of learning and inherent enlightenment in order to integrate theory with practice continuously through reviewing and improving the process.