合作學習與日本學者佐藤學所倡之學習共同體常被混為一談。為了深入探究兩者的差別，研究者詳細的閱讀有關合作學習的概念，以及閱讀佐藤學的相關著作，包含佐藤學最新之第一手日文資料，以了解學習共同體的內涵。接著將「佐藤學之學習共同體」與「合作學習」進行比較與分析，並藉以找出學習共同體的核心精神。研究發現，學習共同體與合作學習，在理論基礎、教師角色、學生關係、以及學習的內容與目的等方面皆大相逕庭，其中最關鍵的差異在於「一致性」與「差異性」。合作學習將學生視為一致性的存在，學習共同體則重視學生間的差異性。這個根本的不同，也致使教師的角色、課程的設計、理論基礎等方面皆有所不同。透過發現學習共同體與合作學習的不同，本論文更進一步地找出學習共同體的核心精神有三：「學習是意義與人際的『關係重建』」、「學習是透過以聆聽為基礎的對話來實踐」、「他者之於學習主體的意義」。最後，本論文透過對學習共同體的核心精神之瞭解，反思我國當前的教育改革與實踐，並對未來我國在學習共同體的相關研究方面，以及我國的教育改革方面提出建議。;Cooperative learning is often confused with the learning community advocated by Japanese scholar Manabu Sato. In order to distinguish between the two, this research compared learning community with cooperative learning in theoretical basis, the role of teachers, student relationships, and its content and purposes of learning. The analysis adapts reviewing the literature profoundly, including of the literature related to cooperative learning and the publications of Manabu Sato, especially the primary Japanese sources. The research found that learning community and cooperative learning are fundamentally different in terms of its theoretical basis, the role of the teachers, student relationships, and its content and purposes of learning. The critical difference between the two is “homogeneity” and “heterogeneity”. Cooperative learning treats students as homogeneous beings, while learning community attaches the importance to student heterogeneity. By discovering the difference between the learning community and cooperative learning, this research further identifies three core spirits of the learning community: “learning is the reconstruction of interpersonal relationships”, “learning is practiced through listening-based dialogues”, “the value of others to the learning subjects should not be neglected”. The findings may serve as a reflection on the educational reform and practice in Taiwan, and provide some suggestions on the development of future research in learning community.
