Action research¡XImplementing Knowledge Management for innovative teaching in Elementary Schools Lu-shu Ping Abstuact Education is a process of guiding learning, communication, knowledge exploration, and implementing knowledge to increase values. Experts have been calling for implementing Knowledge Management as a crucial factor to innovate teaching and to maintain excellence in an educational institute. Especially the prevailing trend of Grade 1-9 Curriculum, students have become the center of a classroom, and daily-life experience has been the focus of curriculum guidelines. This innovative curriculum reform has brought great impact on schools and teachers. Therefore, this research aims to find out how elementary school teachers use Knowledge Management to promote innovative teaching and learning process, to construct a Knowledge Management environment, to implement the functioning and development of Knowledge Management, to increase teachers¡¦ expertise and teaching confidence, to fulfill the curriculum guidelines of innovative teaching in the Grade 1-9 Curriculum, to alter the learning culture in an educational institute, to clarify teaching methodology, to encourage teachers to innovate teaching, and to bring out the best of every student. There are four goals for this Knowledge Management in Shin-Shin Elementary School: 1. To create a beneficial and positive environment for Knowledge Management in Shin-shin elementary school; 2. To discuss the functioning factors for Knowledge Management in Shin-shin Elementary School; 3. To analyze the process, reflections, and influences of applying Knowledge Management in Shin-shin Elementary School; 4. To make a conclusion based on the research findings, and propose concrete suggestions for other schools to apply; In this action research team, there are 6 teachers from the Knowledge Group, 4 formal teachers, one student teacher, and one substitute teacher. They used interpretive action research, and the researchers played the roles of ¡§group leader¡¨ and ¡§knowledge chief.¡¨ Also, they are promoters of knowledge management and observers of different styles of teaching. They jotted down and recorded all the teaching process, categorized the records and shared the information through the Internet. Furthermore, they discreetly recorded the observing journals and reflection journals, held curriculum conference and teaching demonstration meeting, communicated and shared information with one another, and finally used Triangular Examination to proofread those data to increase reliability in analysis. The following are the conclusions and suggestions we have from this research. Constructing Knowledge Management 1. Sufficient knowledge of communication to create a common sense of Knowledge Management at school. 2. Choose assistants to deal with details and filing. 3. Create a cooperative and sharing culture, and the premise for this is to cultivate an open and trusting atmosphere. 4. Use every Wednesday to enhance teachers¡¦ information of Knowledge Management. 5. Make use of the advantages in the organization, integrate resources, and set up network environment. 6. Use the budget well to renew appliances in information technology. Operating Knowledge Management 1. Build up the entrance to Knowledge Map. 2. Use outside resources as knowledge data. 3. Cultivate prospects as Information-Seed-Group. 4. Set up encouragement and bonus strategies to execute Knowledge Management. 5. Assign appropriate Knowledge Chief to assist with teaching information sharing. 6. Do research and interview carefully before choosing candidates for Knowledge Group. Process and Reflection 1. Teachers who are engaged with knowledge learning group should be full of motivation to learn and grow. 2. Sharing teaching experience is the result of making implicit knowledge explicit. 3. Using knowledge management to enhance teachers¡¦ innovative teaching. 4. Organize Knowledge Group to share thematic instruction design, integrated curriculum, and new models of innovative teaching. 5. Using classroom observation indicators to find out teachers¡¦ creative teaching. 6. It is a qualitative change for teachers to better develop expertise and innovative ideas. Factors that influence teachers to engage in knowledge management and teaching innovation 1. Teachers¡¦ positive attitude to engage in cyber-learning. 2. To make teachers¡¦ implicit knowledge explicit. 3. The leading and coordinating of the Knowledge Chief. 4. The spiral system created by personal and organizational knowledge 5. The knowledge and power stored in the database system 6. Teachers¡¦ expertise and professional awareness 7. The effects of promoting Knowledge Management and teaching innovation Suggestions 1. It is beneficial for personal knowledge management and teaching innovation when both researchers and teachers cooperate in Action Research. 2. Every teacher should be a Knowledge Manager. 3. Organize the environment and mindset for Knowledge Management, cultivate the knowledge learning culture, and store sufficient power for knowledge database. 4. Operate Knowledge Management, fulfill curriculum and teaching contents in order to share and innovate. 5. Find out like-minded members who are strongly motivated for innovative teaching, and it will be smoother and easier to achieve the goal. 6. Use school meeting to design related procedures for Knowledge Management and invite experts for counseling and guidance to promote teachers¡¦ professional expertise in teaching innovation. 7. Develop a system of indicators for Knowledge Management for one¡¦s own school, so that we can evaluate the results of the research and innovation. 8. It is feasible for schools to use knowledge management to promote teaching innovation.