| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 103 === This purpose of the research is performing the learning community in ninth grade who is at Mei-Hao Junior High School of Keelung to promote the students learning of geography, and proposing the process teaching and corresponding strategies.
This study adopts the action research. All program is divided into two levels, and totals 20 classes of geography teaching activity. The steps of action research pro-cessing involved the preparing, the planning, practicing, and writing effects. The re-searcher used multiple ways to collect data through recording from collaborative teacher, surveying the students’ attitude by questionnaire and interview, the teaching diaries, recording by videos, etc. Base on the dates, researcher reviewed and adjusted the content of teaching. Then the researcher performed all the complete action re-search again.
The findings of action research are as follows：
1. Proposing effective education proposal to enhance the effect of geography learning of junior high school students by learning community in classroom.
2. Using this program in geography learning has the positive impact for students, it
can be divided into three parts ,including learning attitudes, learning achievement and learning atmosphere：
(1) Effectively enhancing the positive attitude of student learning, particularly in the ability of exploration, collaboration and expression.
(2) Effectively enhancing students’ performing score in usual class, but not easily seen in monthly exam.
(3) Effectively enhancing the learning atmosphere of cooperation, ease and zeal, but need to strengthen an atmosphere of respect and listen.
3. Here are some factors about the effect of geography learning of junior high school students by learning community in classroom：
(1) Teachers’ guiding ways affect students’ learning outcome.
(2) Teachers’ grasping situation in the course and students' familiarity with the course of study are the factors in students’ learning outcome.
(3) Diverse learning ways affect students’ learning outcomes.
(4) Interpersonal relationships between students affect students’ learning outcomes.
(5) Students adapt to the class situation affect students’ learning outcomes.
(6) Old habits of students in class affect students’ learning outcomes.
(7) Arrangement of school environment affects student learning outcomes.
4. Here are some teacher’s growths after implementing geography teaching by learning community in classroom：
(1) Teaching philosophy is transformed into student-centered learning.
(2) The role of teachers is one of a learning guidance.
(3) Students’ reaction and collaborative teacher’s recommendations can effectively improve teaching shortcomings.
(4) The researchers can master the skills to guide students.
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