出版社：National Institute for Compilation and Translation
其他摘要：In the twenty-first century, the originally knowledge-oriented society has been
transformed into a society featuring post-industrialism, lifelong learning, multicultural symbiosis, and awareness of diversity. School education in the twenty-first century should be able to meet societal needs while conforming to the
goals of quality and equality. The focus of courses changes from memorizing to
critical thinking. Students convert the learning content into knowledge during
the process of dialogue-based in-depth learning. The purpose of learning
changes from understanding knowledge to grasping the meaning and function
of knowledge, manifesting the education goal of learning communities. Using
learning communities as the core, this study compared the prevalence rates,
philosophies, and curriculum leadership of learning communities in Taiwan, Japan, South Korea, China, India, Thailand, and Vietnam from the perspective of
classroom reform. Finally, this study evaluated the contribution of learning
communities to teaching reform in Taiwan and proposed problems including
learning hierarchies and textbook positioning to serve as a reference for classroom reform in Taiwan.
