本文以一個高中二年級的學習共同體班級為研究場域，探究在學習共同體教室之中的學生經驗與學生觀點。資料蒐集採焦點團體訪談法，將訪談資料進行兩階段的開放式編碼與主軸式編碼。研究發現，學習共同體所營造的學習氛圍影響師生與生生間的社會關係，師生上對下的權力關係逐漸平行，生生間的相互學習關係也在課堂中開展。同時，課堂中社會關係的轉變也影響學生的知識概念轉變，藉由課堂中師生所提供的多元觀點與意見，學生得以意識到同一問題有多元的角度與詮釋，也意識到答案是經由思辨與論證過程中產出。然而，重探究的課堂氛圍與強調標準答案的考試環境，這兩種不同的學習取向也讓學生心有矛盾，讓學生不得不在結構之隙縫中游移與喘息。

By observing and interviewing an experimental class of senior high school students in Taipei, which had been practiced Learning Community theories in their Chinese class for two years, this study aims to explore how learning was experienced by students and to provide a more in-depth refl ection on how Learning Community is practiced under a Taiwanese classroom context. The study reveals feelings of ambivalence; while students were inspired to be selfmotivated inquirers, they are worried that the experiment will impede their preparation for the college entrance examination. On the one hand, they are encouraged to learn by exploring, clarifying issues through peer discussions; on the other hand, they have to prepare for college entrance examination in which test-driven curriculum remains intact. Though some positive impacts including the improvement of peer-to-peer relations, the equalization of students’ relationship with their teacher, and a more engaging learning atmosphere in the classroom have been found, experiencing both learner-centered and test-oriented infl uences at the same time had led these students to self-confl icting struggles and a contradictory learning structure.