本研究為績優縣市行動學習推動策略之跨個案研究。，以連續3年獲得教育部E化創新推動行動學習方案績優縣市為研究對象，分析、比較、歸納其採用的行動學習推廣歷程及推動策略、影響因素以及修正的經驗。本研究主要以深度訪談蒐集推動方案決策者以及主要推動工作人員的觀點與經驗，並輔以相關工作與活動的文件分析，希冀歸納行動學習的教學創新推廣模式與最佳實務。本研究的主要發現如下： 活化教學的主體是教師，特別是面對與時俱進的數位科技應用，對於行動學習教學模式推廣更要有系統化計畫，本研究的結論如下： 1. 規劃分級分科的教師研習課程，提供不同科技能力的教師客製化的學習內容。2. 協助教師形成各類專業發展社群，以團體學習方式，進行活化教學的專業對話。3. 提供教師跨校或跨國觀摩的激勵制度，藉以延伸教師的視野。4.與學術機構、家長或各行業形成教育夥伴，引進社會資源，與教師共同進行教學研發。5. 提供即時更新的線上教學輔助資訊以及開放教學方案資源，串聯各類教師學習社群成為更具規模的學習共同體。 本研究進一步對於研究結果進行討論與應用建議，希望本研究結果能提供相關研究行動學習推廣教學模式實務之參考。 This research was a cross-case study for merit county of mobile-learning programs strategies.These objects under consideration were based on the merit county that won the prize of E-learning programs to encourage innovation on Ministry of Education for triple years.Popularize progress, strategies, influences and experiences were the main subjects to be analyzed, compared and generalized. This study used purposive sampling and conducted a questionnaire survey and interviews with main staff who had experience with implementing mobile learning. The study results were obtained five conclusions enumerated below: 1. Plan study courses to provide customized contents for teachers with different levels of scientific and technological capabilities. 2. Help teacher to form professional development communities that could conduct group studying or professional conversation of promotimg instruction. 3. Provide reward systems to encourage teachers’ observational learning cross schools or countries. 4. Form the alliance with the academic orgnazation, families or other profession to obtain multivariate resources. 5. Provided instant online instruction supports and open-source teaching plan to connect individual communities. Based on results, several suggestions for the evaluation criteria and further study are also discussed in the end of paper.
