在十二年國教課綱的推動之下，愈見重視學生「自發、互動、共好」的行動力。故教師該如何建構學科學生知識，以契合班上不同的多元文化主體、讓學習有效且走向個人化，是急需探討的議題。本研究採為時兩年的個案研究，深入新北市H國中某教師專業學習社群，以及成員所任教之九年A班；運用參與觀察、深度訪談與文件分析，探究該教師社群在教學的歷程中，如何從中建構學科學生知識。研究發現，教師藉由學習證據反覆聆聽師生對話，逐漸理解學生學習；教師並在「構思、行動、診斷、決策」的歷程中逐步構築學科學生知識，連結師生脈絡。研究結論有三，冀能提供教師作為建構學科學生知識的參考：（1）學科學生知識能促使教師更準確搭建學習鷹架；（2）須用聆聽勾勒學科學生知識的輪廓；（3）學習證據為建構學科學生知識的重要媒介。

Under the impetus of the 12-Year Basic Education Curriculum, increasing attention has been devoted to its goals, which include taking initiative, engaging the public, and seeking the common good. Urgent discussion is required regarding the ways in which teachers should construct their knowledge of teaching content and students (KCS) to accommodate different multicultural subjects in class and allow for individualized learning in order to achieve the goals above. This research entailed a two-year case study that delved deep into a professional learning community (PLC) of teachers at a junior high school ninth grade class in New Taipei City. The researcher investigated how teachers construct KCS through participatory observation, intensive interviews, and literature analyses. The study found that teachers ＂listened＂ to students' dialogues repeatedly throughout the learning process, and that both parties could gradually understand teaching and learning. The teachers connected all the information related to the students' learning context through a systematic process, which consisted of design, doing, diagnosis, and decision-making. Three main conclusions, which can hopefully serve as references for teachers, are as follows: 1) KCS can help teachers provide more accurate scaffold for learning; 2) Teachers must listen in order to outline KCS; and 3) evidence of student learning is an important medium for constructing KCS.