為了探討「學習者社群」教學／學習模式下，華語師資培訓課程是否能導引學生積極地參與學習及深入地了解學習的內容，本研究以質性個案研究為方法、以實踐社群理論為理論架構，在臺灣北部某大學的「華語文教學個案分析」這堂課推行「學習者社群」教學／學習模式，以半年的時間親身參與觀察「學習者社群」教學／學習模式下，華語文師資培訓一門課程學生學習的現象。本研究發現，「學習者社群」教學／學習模式提供學生機會發展出自己的「學習課程」(learning curriculum)，也提供學生「協同合作參與」以及社群實踐(social practice)的機會及場所，讓學生有機會去發揮及應用他們重整活用的知識與技術。

This research used qualitative case study as a method and employed Lave and Wenger’s “community of practice” as a theoretical framework to explore the possibility of students’ active learning and deep understanding of content knowledge by implementing the learning model of Rogoff’s “community of learners” (CoL) at a pre-service course of teacher training course of the Teaching Chinese as a Second Language Department of a university in Northern Taiwan. The result of this -month study shows that “learning curriculum” was developed after the application of CoL, with which it promotes collaborative learning. It also provides students with long-term practices which enable student to integrate and reproduce the knowledge and skills.