鑒於十二年國民基本教育改革倡導「自發、互動、共好」的基本理念，以及強調適性揚才與終身學習的教育目標，因此本文提出以學生的學習為中心，具適性、合作與對話特性的學研議教學模式，該教學模式的適性教學模式，以Vygotsky的社會建構理論為核心基礎，主張知識由個人建構、學習來自於社會文化互動，及參與實踐。學研議三階段之教學策略理念分別如下：「個人學」以重視差異化、多元智能的理論基礎分為：有意義學習、正念與自我調整學的教學理念；「小組研」教學理念，依據分組的目的及教導者，可分為專家引導式、異質性合作學習與同儕教導三種教學策略理念；「大班議」以對話理論為策略基礎，除了傳統的講述法外，可以透過不同形式的對話教學策略，循序漸進的進行師生和同儕間的議題對話。然而學研議教學模式僅是教學法的冰山一角，每種教學法均有其適用的規則與限制，教師需依教學目標、學生特質等因素，進行全面考量選擇適合該階段的教學策略。

This study is constructed the learning, research, and dialogue (LRD) teaching strategy model, it is based on Vygotsky’s social construction theory, advocates that knowledge is constructed, learned by individuals from social and cultural interactions and participation in practice. The LRD teaching strategy model proposes student-centered approach with the characteristics of adaptability, collaboration and dialogue. The LRD teaching strategy model has three-stages, the first stage is “individual learning” based on theory of the differentiation and multi-intelligence, it emphasizes the teaching concept both of meaningful learning, mindfulness and self-regulation; the second stage is “group research”, it is based on the purpose and group of groupings, it can divided into three kinds of teach.ing strategies: expert-led, cooperative learning and peer-to-peer teaching; the third stage is “class dialogue “, it is based on dialogue theory, in addition to the traditional narration, dialogue with the issue of peers can carry out the teacher-student in a step-by-step manner through different forms of dialogue teaching strategies. However, each teaching method has its applicable rules and restrictions. Teachers should comprehensively consider the teaching strategies suitable for this stage, according to the teaching objectives and student characteristics.