近來，佐藤學「學習共同體」的課堂改革論述，在許多亞洲國家（如日本、韓國、中國大陸）掀起了學習革命。而臺灣正因應十二年國民基本教育，學校現場展開了課程教學轉化的實踐。若干縣市已啟動學習共同體的教育政策，鼓勵學校因應十二年國民基本教育啟動教室中的學習革命，為下一代學習開展了轉化的新契機。 本研究首先闡述佐藤學「學習共同體」在課堂教學與學習的重要論述；其次探討過去國中生長久以來在升學競爭下形成的被動學習與逃離學習的現象；最後採質性研究的方式，以任教於不同國中的五科專任教師（國文、英文、數學、自然、社會）為訪談對象，探究其以學習共同體啟動課程教學革新的經驗。研究者由訪談結果發現了其教學方式的改變，這些教師也看到了學生學習的改變。本研究的重要發現有六： 一、當前國中教師是以較綜合多元的方式推動課堂學習共同體。 二、以佐藤學的學習三部曲而言，當前國中教師實踐較多的是「協同學習」。 三、當前國中教師的「協同學習」方式，較傾向以「合作學習」的小組討論與表達，而非佐藤學的聆聽、串聯與回歸。 四、對國中生而言，學習共同體帶來最大的改變是學習動機的提升及群性的陶冶。 五、學業低成就學生因學習共同體的啟動不再當教室中的客人。 六、教師因學習共同體而活化自身的教學，也看到課堂風氣的正向改變。

The 12-Year Basic Education policy in Taiwan was unveiled in 2014. Because of the forthcoming implementation of the new policy and the increasingly high ratio of open enrollment, test-oriented teaching is no longer considered to be the primary goal for junior high schools and, therefore, the curriculum must be revised considerably. The government proposed the practice of learning through a learning community, and numerous schools have participated in this learning community program. The traditional learning style of speaking while students listen is expected to change. In this qualitative study, student experiences and how they changed under the guidance of a learning community were investigated by conducting interviews, and potential problems in the learning method were identified. Five teachers from a junior high school, in which the learning community method was adopted in their classes, participated in this study. The results of positivist analysis indicate that the implementation of a learning community is expected to be a valuable educational method under the 12-Year Basic Education system. Both the researcher and the teachers observed changes in student learning caused by the use of various teaching strategies. Six crucial findings were derived from this research. (1) The methods used by junior high school teachers for promoting collaborative learning in their classes are comprehensive and diversified. (2) Based on the learning community proposed by Professor Manabu Sato, the most widely used method in practice among junior high school teachers is collaborative learning. (3) The collaborative learning technique used by junior high school teachers is typically cooperative learning, which focuses on group discussion and expression rather than on listening, connecting, and referring to the text, as argued by Sato. (4) Regarding junior high school students, the greatest benefit produced by collaborative learning is the cultivation of motivation and teamwork. (5) Inferior students who were previously unacquainted with their classmates attained achievements through collaborative learning. (6) Overall, the teachers enhanced student learning, and changed the learning style of the students in a positive manner.