本研究的主要目的是設計以學習為核心的情境，引導學生相互聆聽與接納的習慣，形成學習共同體，進而發展出一個主動協同學習的數學課室。接著從兩場公開教學的議課發現，學習共同體文化的形塑和改變的歷程，最後用一元一次方程式及二元一次聯立方程式這兩個單元，作為學生學習成效的分析，並反思自身教學策略。經過一年的紀錄與觀察，本研究發現如下： 一、從成立基地班開始，沉澱班級的學習文化。 二、建構老師的同僚性，成為共同學習的社群。 三、從倆倆配對開始，再發展四人配對的協同學習，提高同儕合作的成功機率。 四、能夠解決改變的困難，才可能造有效的學教翻轉。 五、敞開心房向學生學習，才有機會真正了解學生。 六、向課堂文化學習，理解人與人之間的互動連結。 七、向外來專家學習，了解空間改變的力量。 八、同儕互助學習的夥伴關係有助於提升學科學習成效。 九、提供弱勢學生的學習機會，才能提高弱勢學生的學習品質。 The main purpose of this study is to guide students to build up habits of listening and accepting each other, from the perspective of “classroom as learning community”, and then develop an active collaborative learning math course. Then, from two openly-teaching classes, the study found the process of shaping and changing culture of a learning community. Finally, students’ learning effectiveness was analyzed by both the unit of a simple equation and the unit of linear equation in two variables. I also reflected on my own teaching strategies. After a year of recording and observing, this study finds that: 1. The learning culture of a class could be settled from the start of setting up a base class. 2. Constructing teachers’ collegiality and let them be partners of collaborative learning communities. 3. To increase the successful rate of peer cooperation, a collaborative learning group started from a pair of two to a pair of four. 4. Only when the difficulties of changes can be sorted out will the efficient flipped school education come out. 5. Only when teachers open heart to learn from students can they have chances to really understand students. 6. Learn from the culture of class and understand the interacting combination between persons. 7. Learn from foreign experts and understand the power of space change. 8. The partner relationship of peer’s mutual learning helps to promote the learning effectiveness of subjects. 9.Only when the underprivileged students are provided with learning opportunities can their learning quality be improved.