本研究以Facebook平台為例，探討高中化學教師參加虛擬社群對其專業成長之影響。
本研究採問卷法及訪談法來進行研究資料的收集，研究對象為台北市、新北市、桃園縣、新竹市、高雄市及花蓮市等21位高中化學教師。回收問卷後，統計每一個層面總數，然後取其百分比，畫長條圖容易比較老師對各層面的評價。另外從問卷對象挑選8位老師進行訪談，訪談採半結構式的方式進行，將受訪者的意見依各題摘要加以彙整，再予以綜合歸納、分析與討論。
在專業成長方面，本研究著重於討論Facebook平台是否能促進教師間教學經驗與知識的分享，是否有助於教師的備課與教材設計，操作使用是否較其他社群方便以及是否可成為提昇教師教學品質的平台等四大主題。
根據資料分析，主要的研究結論略述如下：
1.Facebook是一個可以促進互動分享與交流的平台。但有些學校會封鎖Facebook。
2.Facebook連線和討論很方便且收取訊息的速度很快，利於使用者操作。
3.大部分教師認為此平台是有助於輔助備課與強化教材設計。
4.Facebook在操作討論上較其他社群(部落格和BBS討論版)方便。
5.Facebook有潛力可以成為強化自我化學專業知識的平台。
6.目前參與人數少，教師期望有更多的人可以加入此平台以提供更廣的議題及更多的資料。
綜合以上結論，提出建議供教育行政機關、高級中學、化學教師參考並對未來發展的展望有所期許，略述如下：
1.建議教育行政機構認可教師的Facebook社群活動，讓他們蓬勃發展。
2.建議學校應保持開放的心胸，鼓勵教師參加網路社群以隨時提昇專業。
3.建議教師參加各專業領域的Facebook社群，並常上網互動交流，以提昇自己的專業。
4.期許經過一段時間運作且教師反應良好後，吸引更多教師加入，讓平台的討論更活絡，討論的深度及廣度增加，以利化學教師的自我專業成長。
5.期許可再針對專業成長的不同層面進行交流互動，以增加Facebook平台互動交流的內涵。

This study explored the effects of high school chemistry teachers participated in virtual community by Facebook and their professional growth.
The samples was were collected from 21 twenty-one chemistry high school teachers in 6 six different cities in Taiwan (Taipei City, New Taipei City, Taoyuan County, Hsinchu City, Hualien City and Kaohsiung City) by questionnaires. The collected responses were summed up by each aspect and expressed in percentages. Bar charts are used to compare the evaluation of each aspect by these teachers. We also interviewed eight of the teachers by semi-structured interviewed interviews and collected the data.
The questionnaires content included the teachers’ professional growth, which was determined by asking “Can the Facebook promote teachers to share their teaching experience and information?” “Can Facebook promote teachers to prepare and design their teaching materials?” “Is Facebook more convenient to operate than others virtual community platform?” “Can Facebook advance the teachers’ teaching quality?”
The findings in this study are as follows:
1. Facebook was is a platform which people can share their information. However, some schools block Facebook.
2. Facebook was is very convenient for discussion and obtaining information.
3. Most of the teachers thought Facebook promotes to prepare and design the teaching materials.
4. Facebook was is more convenient to operate than others virtual community (e.g., blog, BBS.) platform
5. Facebook was can potentially to be the self-learning professional information growth platform in the future.
6. With low participation at present, teachers expect to have more people joining this platform to provide deeper issues and further information.
Summarizing Base on the above conclusions, specific suggestions are made for the educational administrations, the high schools, and the chemistry teachers, and the outlook for the future development outlined as follows: the above discussion, suggestions are offered to administration s, high schools, and chemistry teachers with expectations in future development:
1. Academic administrations should approve Facebook social activities of teachers, allowing them to prosper and develope.
2. Schools should hold an open attitude and encourage teachers to participate in social networks to improve their professions anytime.
3. Teachers are advised to join Facebook societies of various fields, connecting and sharing professions with others to self-improve.
4. We expect after After being launched for a period of time, with we expect positive responses from teachers, more participator will be attracted to join this platform. With the lively discussions on the platform, both the depth and extent of the discussing issue can increase, benefiting self-improvement in professions of Chemistry teachers.
5. We expect interactions regarding different levels of professional improvement development be held to strengthen the content of Facebook social network interactions.

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