學習共同體以協同學習的方式引導學生喜歡學習並追求卓越，推行迄今 已成為亞洲各國的教育新趨勢，加以我國教育體系正面臨改制十二年國民基 本教育之重大變革，學習共同體以學生為主體的學習模式，為我國重塑教師教 學與學生學習模式提供了新的方向，而中小學校長為導入過程中的關鍵人物， 校長之教學領導將具體影響學習共同體的實行成效。本文首先以Why-How-What黃金圈理論進行分析，發展出中小學校長帶領學校成為學習共同體的五 個核心技術，Why是指學習共同體的核心價值思考，包括1.建立學習共同體的 願景、2.發展教學技術與學習策略的二大行動；How是指學習共同體的執行策 略，包括3.建構學生學習圈、教師學習圈、家長學習圈、4.培養學生知識學習 的四個基本素養；What是指學習共同體的具體作法，包括5.校長帶領學習共同 體的五個重點原則，其次，本文以有效能教學領導為基礎，建構校長運用教 學領導推動學習共同體時，具有應用順序性的七個行動策略：1.設定學習力導 向的學業標準；2.建立具有同僚性的教學支援系統；3.營造對話分享的學校文 化；4.共創學習共同體的學校願景；5.培養教師成為學習專家；6.增能教師成為 教學領導者；7.發展學習共同體的支持力量，期望對於中小學校長營造學校成 為學習共同體的實務工作有所助益。

The learning community is a concept that envisions the evolution into schools where students come together to learn and grow. The idea of the learning community spread to many Asian countries. In Taiwan, many principals try to reform schools into learning community, in order to face the challenge of 12-year Compulsory Education. For this purpose, a research on the principals’ instructional leadership for learning community is conducted. First, The Golden Circle theory is applied to analyze the concept of learning community in order to identify the philosophy, the strategy, and the principles of learning community. Furthermore, the 7 steps of effective instructional leadership for learning community are discussed. Finally, 7 suggestions are offered as follows: l.To establish the academic standard of literacy. 2.To organize the teachers’ collegiality. 3.To create a culture conducive to knowledge sharing. 4.To communicate the vision of learning community. 5.To help teachers learn and grow as professionals. 6.To develop the teacher leader. 7.To construct the support system of learning community.