近年來，臺灣教育在美國與日本教育的雙重影響下，重視「合作學習」，尤其是「學習共同體」之成功案例，更撼動了學習場域―教室。本文先從理解合作學習脈絡、溯源並尋找定位為起點，進而探究合作學習的定義及內涵，又在實務裡辯證論述中反思、剖析與批判，續而重現合作學習的核心理念，賦予實踐的智慧與勇氣，最後推見「擁抱愛迎向希望」，做為合作學習的前瞻、期待與願景。 反觀省思是一種勇氣，謹慎行動則是一種智慧。合作學習的教學，無須全然抗拒，亦無須過度迷信，借力使力，迎接任何學習的可能性，「成長」是共同的心願，而陪伴孩子學習的教育愛永不改變。

In recent years, Taiwan’s education influenced by USA and Japan started to pay attention to cooperative learning. Especially, the successful cases of adopting learning community method based on collaborative learning proposed by Manabu Sato heavily impacted the learning context in classrooms. This article began with exploring the history of cooperative learning, and then specified the essence of cooperative learning. Furthermore, we reflected, analyzed and critiqued it from the real world practice. We granted the wisdom and courage to realize the goal of cooperative learning based on its core concept. Finally, we derived LOVE and HOPE as the vision which educators can anticipate for the advance of education. Reflection needs courage, and action takes wisdom. It’s unnecessary to resist cooperative learning, neither to exaggerate it. We should nudge forward to accept all potential outcomes from learning since the facilitation of students’ growth is the common goal, where the love to accompany students’ learning is persistent.