學習者的個別差異如何在教師的教學中被關注與滿足，這樣的議題一直是教育學者與教師們共同的焦點。近年來，隨著國內引進日本學者佐藤學的學習共同體理念，對於差異化教學與合作學習的策略之重視，亦與日俱增。本文的研究目的即要探討在學習共同體理念推動下，教師如何進行合作學習與差異化的教學，其教學策略之可能性與可行性為何，以供學界與實務界後續研討。本文首先從差異化教學的界定與特質，發現其合作學習的軸線，再針對學習共同體的理念與作法予以介述，之後再就學習共同體實踐時可以強化的差異教學進行探討，最後導出本文的結論：學習共同體（合作學習）可促進差異化教學的有效實踐，期能提供國內推動12年國教之際，因應學習者差異性日殊的班級教學參考。

Teachers and researchers always concern about the individual differences among their students, and try to cope with such attributes and meet students' needs. This purpose of this paper is to explore the teaching strategies to promote the collaborative learning and differentiated instruction based on the idea of learning community advocated by Japanese scholar Manabu Sato. We begin with the concept, characteristics of differentiated instruction and how it connects with cooperative learning. Then what learning community can do to differentiate the teaching and learning have been discussed in detail. The conclusion is that learning community can help to implement differentiated instruction. Some implications are drawn for teachers to be well prepared for the coming of 12 year public education in Taiwan.