教師為落實教育政策之重要推手，更為促成教學改革之關鍵角色；面對教育現場多元與複雜之挑戰，每一項挑戰考驗教師在班級實踐教學改革時的能力與智慧。以學生為主體的課堂中，教師為策動學生與學生間建立學習聯繫與關照之關鍵者，此為分組合作學習值得探討之問題。本研究參與者來自一所臺南市國小，學校多年實踐學習共同體公開觀議課，具有協同學習之代表性與研究價值。協同學習為分組合作學習之一，本研究試圖瞭解與分析5位國小教師實施學習共同體協同學習之現況，並關注教師在實際分組合作教學中面臨的挑戰以呈現教學革新的實踐過程。本研究以幸福國小5位教師為研究對象，由問卷與半結構式訪談進行資料蒐集，分析教師實施分組合作學習之現況與挑戰。研究者針對相關研究資料進行描述與分析，獲得研究結論如下：一、國小教師實施分組合作學習之挑戰為「需要課前備課」、「預留更多課堂學生分組或操作之實作時間」、「教師教學模式影響學生學習模式需要多次練習以建立師生默契」；二、國小教師實施分組合作學習之因應策略為「於實踐與反思中修正教學方法」、「建立學生相互學習之環境與模式」、「持續自我精進與成長」；三、國小教師參加社群研討有助於國小教師產生新的覺察與反思，有助於啟動教師對於教學革新之信念，並將教育理論逐步落實於課堂教學。

Teachers play a crucial role in implementing educational policies and are key agents in driving teaching reforms. Facing diverse and complex challenges in educational settings, teachers’ abilities and wisdom in applying teaching reforms within the classroom are being tested. In student-centered classrooms, teachers play a key role in fostering learning connections and mutual care among students, which is a crucial aspect in cooperative learning worthy of further exploration. The participants of this study are elementary school teachers from a school in Tainan City, and the school has been conducting open classroom observations and collaborative learning activities for years. As a type of cooperative learning, collaborative learning is the focus of this study. The aim is to understand and analyze the current status of five elementary school teachers who have been implementing learning community-based collaborative learning and to explore the challenges they encounter during group-based instruction. Data was gathered through questionnaires and semi-structured interviews, and the findings are as follows: (1) Current status of implementing cooperative learning in elementary schools: Teachers need to prepare lessons in advance. More class time should be allocated for group activities and hands-on tasks, and the teaching model adopted by teachers influences students’ learning patterns, which requires multiple practice sessions to establish rapport between teachers and students. (2) Strategies for implementing cooperative learning: Teachers adjust their teaching methods through practice and reflection. They establish an environment and model that fosters peer learning among students, and they continuously strive for personal improvement and growth. (3) Benefits of participating in professional learning communities: Teachers develop new awareness and reflections through community discussions. It fosters teachers’ belief in teaching innovation and supports the gradual implementation of educational theories in classroom practices.