本研究運用學習共同體融入教學探討對國中八年級學生地理科學習成效的影響。本研究以臺南市某公立國中八年級某班25名學生為研究對象，運用學習共同體融入教學針對所蒐集的量化資料以相依樣本t檢定進行分析，並輔以質性資料佐證，獲得以下結論：學習共同體融入教學能促進國中八年級學生地理科學習動機與態度、增進國中八年級學生地理科學習氣氛、提升國中八年級學生地理科學習能力，然學習共同體融入教學初期對國中八年級地理科紙筆測驗有顯著負影響。最後根據研究結果提出具體建議，以作為教學者、學校行政機關及未來研究之參考。

This research aimed to explore the impact of the use of learning communities to integrate teaching on the learning effectiveness of geography in grade eight of junior high school students. It applied the Geographic Achievement Test and the Geographic Learning Experience Scale as the main research tools to collect quantitative data, supplemented by qualitative classroom observations, reflection notes, and student interview records. 25 eighth-grade students of a public junior high school in Tainan City was used as the research object for 13 weeks of teaching practice. The quantitative data collected was analyzed by statistical methods such as a dependent sample t-test, supplemented by qualitative data, and the following conclusions were obtained:1. The integration of the learning community into teaching can promote the motivation and attitude of the eighth-grade students in geography; 2. The integration of the learning community into the teaching will enhance the learning atmosphere of the eighth-grade students in geography; 3. The integration of the learning community into teaching can improve the learning ability of the eighth-grade students in geography; 4. The integration of the learning community in the early stage of teaching has a significant negative impact on the geography paper and pencil test of the eighth grade. Finally, specific suggestions are made based on the research results, as a reference for teachers, school administrations, and future research.