學生的學習成效主要受家庭階級及教育資源影響。家長對學校官方教育提供之質量知覺不滿足，產生自主性的補充作為即為「地方教育實踐」（local pedagogic practice），家長在私領域運用社群力量整合資源，進行教育實踐為本研究關注焦點。因此本研究採個案研究法，選取「愛閱閣」（化名）家庭共學社群為研究對象，深度訪談此社群17位家長，配合參與觀察、文件分析；探討社群在建置、運作、學習及實踐歷程，分析其產生之教育資本，對比體制內學校教育之反思。研究結果發現：一、透過仲介者傳達共學理念，結合實踐星群分享，造就共學團體誕生。二、共學社群專長分工制訂流程，多元互動協商，構築共同事業體。三、家長人力資本結合社會資本，創造教育資本的增生。四、孩子分組合作，家長共同觀課，造就學習新典範。五、無形的邊界與壓力，造成社群運作之困境。

The learning results of students are affected by class and educational resources mainly. Local pedagogic practice is automatic supplementary held by parents because parents unsatisfied the quality of formal schooling. The research focuses on something that parents integrate resource by community in private field and carryout pedagogic practice. The research adopt case study and choose a co-learning community named Ai Yue Ge (which means a community that its members love to read the world) as a object. By depth-interview, participant observation and document analysis, the research analyze the educational capital which is from the process of construction, proceeding, learning and practice, and reflect the comparisons between local pedagogic practice and formal schooling. The research outcomes are: 1. The co-learning group birth because of belief transmittance and method of constellations of practice 2. The co-learning group constructs community through division, process deciding and multi-negotiation. 3. The human capital combines the social capital possessed by parents to create the educational capital. 4. To form a new learning model through cooperation of students and “Walk Though” of parents. 5. The predicaments of exercising community are hidden border and pressure.