網路環境的轉變與網路社群網站的盛行，不但改變網路使用者的使用習慣，亦是發揮學習社群力量的時機。數位圖書館自發展以來，累積優質而豐富的典藏內容，強調多元讀者服務，並精進個人化服務與檢索功能，但針對讀者學習社群的經營則顯得不足且忽略發展可以輔助學習社群經營的機制，致使數位圖書館無法成為讀者長期駐足，甚至留下學習心得、交互分享學習成果及良性互動討論數位圖書館典藏內容的園地。 本研究以「提升使用者駐足於學習社群平台之意願」與「促進數位圖書館資源之利用」為目標，促成一個基於數位圖書館典藏內容為經營基礎之學習社群。發展有效的社群經營機制，營造學習者願意參與、交互分享學習成果及良性互動討論的優質學習環境，並支援數位圖書館資源的有效利用。 利用知識論壇(Knoewledge Forum)作為社群學習的討論平台，本研究透過準實驗研究法，從數位圖書館資源與學習社群之結合所促成的學習活動中，探討學習社群的互動歷程與知識建構情況。透過統計分析歸結出適合於發展有效輔助數位圖書館資源應用之學習社群經營工具與機制，提高學習社群的參與以及數位圖書館資源支援學習的機會與價值。 研究結果顯示：1. 研究活動歷程中，相較各階段互動機制，推薦機制與激勵機制對於學習社群參與具有較明顯的助益；2. 數位圖書館資源融入學習社群，有助主題資源與概念多面向的知識討論與擴張；3. 數位圖書館資源融入學習社群過程中，領域專家引導有助於資源的利用。 / As the rapid changes of on-line environment and prevalence of social networking websites, not only has the on-line users’ behavior changed, but also it implies the perfect time to develop better learning community with the advantages of technology innovation. Taking the Digital library (DL) as example, it has been developed into the perfect portal with accumulation of high quality information with and reader-centered services, including personalized information services and searching functions. However, comparing with other social networking sites, DL has been considered less value on building on readers’ learning communities, or not suitable sites to share information or communicate with other readers. The purpose of the study is to promote people cohesiveness at the web-based learning community platform and to improve the usage of digital library resources. Based on the advantage of web-based learning communities, the study analyzes the possible models and outcomes for learning communities on DL. In addition, the study attempts to survey ways to make better environment for readers actively interacting with others more; moreover, utilizing the digital libraries to construct knowledge. Taking the “Knowledge Forum” as web-based learning community platform, the study adopted the quasi-experimental methodology to investigate the social networks and knowledge construction behavior of the learning community on DL. The statistics analysis scheme was employed to evaluate the specific model of community building for web-based learning, and its effectiveness for promoting DL as learning support. The results of this study are concluded as following. First, compared with other methods for community building, the recommendation and motivation system are more beneficial for participation on web-based learning community. Second, integrating the resources of DL with web-based learning community is helpful for the diversity of subject topics and concepts in on-line discussion. Third, academic field experts for subject matter discussion are helpful for better DL resources utilization during the process of web-based learning.

在社會變遷的衝擊下，提升教師專業具有迫切性與必要性；目前教師的在職訓練、專業發展方式及實施途徑面臨許多限制，而網路學習具有通訊成本低及不受時空限制的特性，開啓了教師進修的新契機。 本研究以參與桃園縣e化學習平台【閱讀策略教學課程】之中小學教師為研究對象，以建立能促進教師社群成員參與互動討論意願，以及提昇教師教學關注程度之網路社群經營機制為目標，最終達成塑造以網路學習社群提升參與網路課程教師學習成效之教師專業發展模式，樹立成功實施的準則。 為達成上述之研究目的，本研究先以文獻分析法，針對研究相關資料進行蒐集與整理，作為研究發展與問卷設計之基礎，並規畫實際教學實驗，進行實徵觀察與研究。為增進成員間的互動與討論，本研究將課程畫分三階段實施包括推薦機制、激勵機制及專家引導網路社群經營機制，並同時輔以三次「閱讀策略教學關注階層問卷」進行調查，以呈現教師網路社群成員對於閱讀策略教學關注階段差異；並進一步探究不同背景變項之教師教學關注提昇之差異性，以及社群成員間互動對話內容之關注階層變化情形。課程結束後，實施「網路學習滿意度」問卷，探究三種經營機制之得分情形與教師閱讀策略教學關注階段之間是否具有相關性。最後，課程結束後約半年，以e-mail方式寄發「閱讀教學調查問卷」，追蹤社群成員實施閱讀策略教學之現況、所面對的困難，以追蹤瞭解參與網路課程對於其教學工作之助益。 茲將本研究所蒐集資料之量化與質化分析結果，歸納以下結論： 一、實施本研究所提出三階段社群經營機制之網路課程，可有效提昇教師閱讀策略教學關注。 二、不同背景變項之社群成員，對閱讀策略教學關注程度的差異不大。 三、網路社群經營機制與教師閱讀策略教學關注程度提昇具有顯著相關性。 四、社群成員因本研究所提出之三階段社群經營機制，有效促使雙向性對話熱絡，使得互動討論內容之關注階層提昇及部分關注階層呈現顯著向上提升變化。 五、社群成員對於網路經營機制普遍感到滿意，顯示本研究所提出之三階段學習社群經營機制確實對於教師專業成長具有助益。 六、基於學習社群經營之網路課程確實能提昇教師教學專業知能，並促使教師關注教學專業的實踐與對於學生的學習成效助益。 最後，研究者再根據研究發現，針對網路社群經營機制、開課團隊與教育單位提出具體建議，並針對未來可以繼續研究方向提出具體建議。 / Under the impact of social changes, it is urgent and necessary to enhance the capabilities of teaching professional to cope with this constantly changing environment. To date, the approaches of in-service training and professional development for teachers and their implementations face with many restrictions. While web-based learning has the features of low communication costs and without the constraints of time and space, it offers teacher a new opportunity to pursue further educations. 　　The subjects of this study are recruited from primary and secondary school teachers who participated in the program of "Reading Strategy Instruction Course" provided by Taoyuan County e-learning Platform. The objective is to establish operational mechanisms of online community that encourage the willingness of the members of teacher's community to participate in interactive discussions, and promote the level of teacher's instruction concern. Ultimately, the purpose of this study is to build up a teaching professional development model that utilizes the functions of web-based learning community to enhance the performances of the teachers who participated in the web-based learning, and set up the principles for future successful implementation. 　　To achieve the research purposes, this study first conducted literature analysis to collect and collate relevant information as a basis for researching and developing the design of questionnaires. The experimental teaching courses were designed for empirical observations and researches. In order to promote interactions and discussions among members, the courses were divided and carried out in three phases, including recommendation mechanism, incentive mechanism, and expert guidance mechanism of online community. And at the end of each phase, a "Questionnaire for the Level of Teachers’ Reading Strategy Instruction Concern" was administered to investigate and to present the different levels of the web community teachers' concern towards reading strategy instruction at different phases. Furthermore, two issues were explored in the study, namely, how the different background variables affect the teacher's instruction concern levels, and the changes in concern level of the contents by interactive dialogue among community members. At the end of the Course, the questionnaire of "Web Learning Satisfaction" was implemented, in order to examine the attained scores of the three operational mechanisms and the correlations between the scores and the teacher's levels of instruction concern of Reading Strategy. Finally, about six months after the end of course, the questionnaire of "Reading Instruction Survey" was sent by e-mail to the community members to track the implementation status of Reading Strategy Instruction, the difficulties, and to track and understand the benefits to teaching from participating in online courses. 　　The conclusions of quantitative and qualitative analyses of the information collected in this study are summarized in the following points: First, in this study, the proposed three-phase implementation of the operating mechanisms of the web community programs can boost effectively the teachers' instruction concern of reading strategy. Second, the differences of instruction concern towards reading strategy among the community members from different background are not significant. Third, the web community operational mechanisms are significantly correlated with promoting the levels of teachers' instruction concern. Fourth, community members benefit from the three-phase community operational mechanisms proposed by this study, in terms of effectively and warmly promoting two-way dialogue, improving the concern level towards the content of interactive discussions, and some parts of concern level presenting significant upward changes. Fifth, community members were generally satisfied with the web operational mechanisms proposed in this study, showing the three-phase operational mechanisms of learning community are useful to the professional development of teachers. Sixth, the web programs based on the operations of learning community can really enhance the teachers' professional knowledge and ability of teaching, promote the teachers' concern of professional practice, and benefit students' effective learning. Finally, according to the findings of the research, the specific operational mechanisms of web community, course delivery team, and educational unit are recommended, and the directions for future study are proposed.