| Summary: | 碩士 === 國立臺東大學 === 進修部教育行政碩士班(夜間) === 104 === Teachers are forced to change their roles and keep pace with the times by the clamor of educational reform and the need to respond to implementation of the 12-year basic education of citizens. In the future classrooms, teachers not only will have to guide the students in learning, reflection and expression, and then cultivate the students' capacities of problem solving and capacities with practical and long-lasting effects, but also will need to cooperate with their peers. How can teachers live up to the principle of "teaching students in accordance of their aptitude"? How can they be specialized in the teaching pattern of "focusing on learning of students" and change the students' disgust at learning into interest? The ideal of "flipped classroom", which has arisen in this movement of educational reform, focuses on the demands of learners, and is different from the traditional educational pattern under which the teacher serves as the center of classroom teaching. The learning community schools of professor Manabu Sato emphasize that stress should be placed on exploration, cooperation and expression of students. This ideal of learning community has greatly attracted the attention of our citizens. How can teachers get rid of the various predicaments caused by external factors supported by the trend of flipped classroom? How can teachers and schools grasp this good opportunity to reverse the situation under which students are unwilling to learn? As the saying goes, stones from other hills may also serve to polish jade. In Japan, learning community schools are creating classrooms in which students are willing to learn, dispelling the unwillingness to learn which is common under the traditional education pattern. In these schools classes are as pleasing as beautiful symphony. The author of this paper works for Taitung County Junior High School. On the basis of interviews with directors of teaching and discipline and teachers who have engaged in the practical work of popularization and implementation, the author aims at elaborating the process, predicaments and achievements of trial running of learning community in two junior high schools in Taitung County, and presuming implementation of learning community in schools of remote areas in Taiwan. How can be balance among competent authorities of education, schools and teachers be realized? Through summarization and analysis, the author draws the following conclusion: In order for the ideal of flipped classroom to be implemented, the following two conditions need to be satisfied: The teachers must be willing and delighted to accept the ideal of flipped classroom, and keep pace with changes of the external environment; there should be administrative supports from competent authorities and schools.
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