處於知識創新的時代下，由教師組成之教師社群，社群成員間更需要分享知識。但囿於教師是屬於比較孤立的團體，彼此間教師較少互動。我們希冀很少分享知識及參與線上討論之教師，在透過實際教學之錄影帶的分享之後，能夠促使知識分享的意願與增加線上之討論數量與深度。本研究主要目的為：(1)透過社群成員間教學影片之分享，以提高教師在線上社群討論之意願、(2)比較加入教師教學影片前後，針對線上討論內容分析，觀察其知識建構的差異性、(3)探討影響教師知識分享意願之因素。本研究以19位語文科教師為研究對象，並由教師自願提供現場教學錄影帶於線上教師社群中分享與討論。此外，利用互動內容分析模型(Interaction analysis model，IAM)對此線上討論作內容編碼分析。結果發現利用教學影片可提高教師社群討論之意願，但在知識建構部份，討論之深度並無明顯改變。另也發現影響教師知識分享意願之因素有(1)影片分享對教師有吸引力，教師卻感力不從心、(2)實體與虛擬社群整合，可促進教師知識分享、(3)教師不覺得本身知識有價值，影響分享知識意願、(4)教師對內隱知識轉化為外顯知識感到困難、(5)教師對於知識分享與回饋存有愛恨交加的感覺。

Under the era of knowledge innovation, on-line communities are needed to be composed of teachers who need to share knowledge more among the members. However, teachers belong to isolated groups, and their activities are limited to classrooms. They have less interaction between each other. Using the teachers’ actual instructional video, we expect to promote the teachers in the community to share knowledge more willingly and to participate in the on-line discussion.
The research purposes of this paper are (1) to share video through members of teacher community in order to increase the willing of teachers to discuss on line. (2) to investigate the difference of joining teachers’ video before and after, and observes its knowledge and builds the difference constructed. (3) to probe into the factor influencing teachers’ willing of sharing knowledge. The target audiences of this research are 19 elementary school teachers who teach Chinese. The teachers’ video is collected by the voluntary teachers, and be put in the on-line community. Besides, using the Interaction Analysis Model(IAM) to code the articles of the discussion of the community members.
The result shows that sharing vedio in the on-line teacher community could increase the teachers’ willing to discuess. However, the knowledge construction and the depth of discussion among teachers do not have obvious change. Besides, the factors influencing teachers’ willing of sharing knowledge are：(1) Teacher’s actual instructional video hold an attraction for other teachers, but teacher’s discussion strength does not match teacher’s ambitions. (2) To integrate physical and virtual community could facilitate the knowledge sharing. (3) In teacher’s opinion, the knowledge is not of great worth. (4) It is hard for teacher to externalize the tacit knowledge to explicit knowledge. (5) Teachers have the feelings of love and hate as sharing knowledge and getting feedbacks.

王桂蘭. (民92). 國民中小學教師教師知識分享態度、虛擬社群參與意願及參與程度之關係研究. 國立高雄師範大學.
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