對話式的教學是教育上的一種主要教學法。學習共同體亦是隸屬於對話式教學的脈絡。然而，不同的理論會形構對話式教學不同的樣貌。學習共同體在教學的實務上如何運作，其實會有許多不同的可能性，並非只是照本宣科或依樣畫葫蘆。本文首先探討哲學詮釋學、批判教育學、敘事治療之理論要義。再嘗試透過這三種類型對話理論來深化學習共同體的理論基礎，並開創其運作的不同可能性。 本研究所從事的，正是一項詮釋學的任務。藉由哲學詮釋學、批判教育學、敘事治療與學習共同體之間的視域融合，本文的研究成果，嘗試提出辯證取向的學習共同體、批判取向的學習共同體、敘事取向的學習共同體之構想。 辯證取向的學習共同體透過問答邏輯與視域融合之運作，開啟了辯證性的對話，促使參與者共同提昇和成長。批判取向的學習共同體，以批判的共同探究作為伸展跳躍的課題，增加了學生對生活世界與社會現實更深刻地關懷與覺察。敘事取向的學習共同體透過敘說故事，開啟對話；透過對話，開啟更多的故事。在相互敘說中，共同創造生命的感動，創造生命的知識與力量。

本研究旨在瞭解國民小學校長營造學習共同體與教師教學效能之間的關係。除瞭解國民小學校長營造學習共同體及教師教學效能之現況，分析不同背景變項在校長營造學習共同體及教師教學效能之差異情形外，亦探究校長營造學習共同體與教師教學效能之相關程度，以及探討校長營造學習共同體對教師教學效能之預測情形。 本研究採問卷調查法，研究對象為宜蘭縣國民小學主任、組長、級任教師及專任教師，共發出300份問卷，有效問卷計258 份，可用率達86%，問卷回收後分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、國民小學校長營造學習共同體表現為中高程度，其中以「學生學習共同 體」之知覺程度最高，「家長學習共同體」之知覺程度最低。 二、學校教育人員知覺教師教學效能為高程度，其中以「教學評量」之知覺 程度最高，「教學計畫」之知覺程度最低。 三、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「校長營造學習共同體」的程度較高。 四、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「教師教學效能」的程度較高。 五、不同程度之國民小學校長營造學習共同體在教師教學效能上有顯著之差 異。 六、校長營造學習共同體與教師教學效能有顯著之正相關，知覺校長營造學 習共同體程度愈高，則教師教學效能則愈高。 七、校長營造學習共同體對教師教學效能具有正向的預測力。 最後，本研究根據研究結果，提出相關建議，俾提供教育行政機關、國民小 學校長以及未來研究參考。 / This study aims at discussing the relationship of principals’ reform schools into learning community and teachers’ teaching effectiveness of elementary schools.The first is to expore the reality for principals’ reform schools into learning community and teachers’ teaching effectiveness.Second, investigating the differences of background variables among principals’ reform schools into learning community and teachers’ teaching effectiveness.Third, to analyze the relationships among principals’ reform schools into learning community and teachers’ teaching effectiveness.Finally, researching predictive power of principals’ reform schools into learning community on teachers’ teaching effectiveness. The research adopts the questionnaire method. The main participants of the questionnaire survey are administrators in elementary schools inYilan County. The total number of questionnaires that were distributed to school is 300, and 258 of which are valid. That is, the percentage of availability is around 86%. The collected data is analyzed through the statistical method of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and Multiple stepwise regression analysis. The findings of the study are as follows: 1. Principals have medium-high performance on pricipals’ reform schools into learning community. The score is the hightest in the dimension of “students’ learning community " and the lowest in the dimension of " partents’ learning community." 2. Administrators in Yilan elementary schools perceptions the teachers’ teaching effectiveness as high. The score is hightest in the dimension of “instructional assessment " and the lowest in the dimension of “instructional plan." 3. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes,perceive principals’ reform schools into learning community higher than others. 4. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes highly perceive the teachers’ teaching effectiveness. 5. Principals’ reform schools into learning community in Yilan elementary schools with different dgree on the teachers’ teaching effectiveness is significantly different. 6. The relationship between principals’ reform schools into learning community and teachers’ teaching effectiveness is positively correlated.The higher principals’ reform schools into learning community is, the higher perceptions of the teachers’ teaching effectiveness. 7. The principals’ reform schools into learning community have the positive predictive power on teachers’ teaching effectiveness. According to the above conclusions, the research is to provide some suggestions as future references for the institutions of education administration and schools.