This study aimed to examine the possibility of practicing learning community in low grade primary school by adopting action research method. Taking 28 Grade 1 students of the researcher’s class as the object of study, the researcher designed her team curriculum by Professional Learning Community (PLC), chose Grade 1 Life domain curriculum, and designed a six-week unit teaching activity. This study also asked students resolve all kinds of reality or unreal problems purposed by the teacher and adopted cooperative learning approach from the perspective of learning community to urge students mutually study through discussion in the hope that team members could think by developing their collective intelligence to build up knowledge. Meanwhile, through a series of teachers’ reflection-on-action of teaching process, it recorded the process of how teachers transformed their pedagogical content knowledge (PCK) into learning activity. In the end, this study asserted the teaching approach applied to low grade curriculum and investigate the actual effects on students’ problem-solving activity and teachers’ profession after integrating the concept of learning community into teaching of Life domain.
The results of this study suggested that most students endorsed and enjoyed this learning style of learning community and that their learning inclination was highly enhanced, their learning achievement was multi-creatively promoted, their problem-solving capability is mutually developed by team discussion out of cooperative learning. In this study, the researcher generalized a conclusion that learning community was appropriate for the teaching approach to low-grade teaching, which included seven principles of teaching design—course design and teaching, grouping and leadership, recording and sharing, game and reward, class order, schedule of implementation and discussion of issues. Besides, the practice of this study was helpful for students to enhance their abilities to think, to express, to question, and to solve problems as well as teacher-student or student-student interaction.
Further, this study also discovered that in the practice of learning community, through Professional Learning Community (PLC) established by teachers, teachers involving preparing, observing and arguing lessons not only understand its effectiveness but also enhanced their profession. In the end, this study provided some suggestions for teachers, schools, education authority and future researchers attempting to put learning community into practice, respectively.