本研究以質性研究法探究教師社群如何落實差異化教學，提升學生閱讀能力的歷程及參與教師的改變。研究場域以臺灣北部一所鄉鎮型小學為主，採半結構深入訪談、參與觀察與文件分析方法蒐集資料。研究發現教師社群運用差異化教學的歷程包含辦理教師研習、組成教師社群、課程設計與實施、運用差異化教學、定期進行專業對話、提升專業知能、改變教學觀念與態度七個階段。本研究結論指出差異化教學呼應因材施教理念、差異化教學落實學生適性發展、教師社群由專家教師實務引導並進行專業對話、教師社群的組成與運作有賴學校行政認肯與支持。最後建議現職與未來的教師都能以教師社群方式協同教學，並學會如何了解學生的個別差異，溝通因材施教的教育理念，落實適性發展，以差異化教學落實適性發展。

This study employed a qualitative approach to explore the process of how the teacher community effectively implemented differentiated instruction to enhance students' reading competence. A rural elementary school located at northern Taiwan voluntarily participated in this study. Data collection contained semi-structured in-depth interview, participatory observation, and data analysis. The implementation of differentiated instruction involved seven stages, including organizing workshops, establishing a teacher community, designing differentiated curriculum, implementing differentiated instruction, initiating professional dialogue, continuing professional development, and changing teachers’ perspective and attitude. The result of our study affirmed the fulfill of differentiated instruction was to implement students’ developmentally appropriate practices. Similarly, differentiated instruction echoed the philosophy of individualization. Furthermore, administrative recognition and support were the keys to the success of the function of teacher community. In addition, guidance of the expert teacher and engagement of professional dialogue were crucial to the development of the teacher community. Finally, our study suggested that current and prospective teachers should learn to teach collaboratively with teacher community, to understand the student’s individual needs, to communicate the educational philosophy of no child left behind, to apply the concept of individualization to the differentiated instruction.