如何因應家長參與教學，對學校教師而言是一項必需培養的能力，本研究藉由台北市國民小學開始設科實施鄉土教學活動課程，試圖以「協同式行動研究」的方式，讓家長與教師合作開發鄉土教學活動的空白課程，促使雙方的合作更密切務實。研究所關切的問題包括：1.瞭解研究團隊成員中，教師與家長如何扮演一己角色，發揮個別的特質，促成鄉土教學活動課程的實施。2.瞭解該團隊在長時間進行教學中，教師與家長如何因應學生學習表現的計畫與行動。3.瞭解研究團隊成員在研究期間的成長與轉變。研究者全程參與課程的設計、執行與評鑑，同時蒐集資料以描述親師合作的歷程。
歷經一學期的時間，針對親師合作的歷程與模式討論，分述為兩大要點：
（一）親師合作歷程方面：組成的行動研究成員包含兩位老師、兩位家長與研究者，起初，「有樣學樣」地邀請學科專家教學示範，經過一段時間後，轉而「裝模作樣」地模擬學科專家的上課方式，同時對於學科專家設計的教學活動，執行後進行檢討、省思與修正行動計畫。直到親師合作團隊合作默契培養紮實後，「有模有樣」地進行後序的活動，此時，研究將家長帶入教學的第一現場主導教學。研究後期家長與教師「非常榜樣」地與鄰近學校及校內教師分享成果，落實親師的深度合作。
（二）親師合作模式方面：每次活動團隊自我要求必須設計學習活動單，活動單加強親師合作的具體成果，教師經由活動單以掌握教學進行的流程，同時建立教材，而家長也透過自己設計的活動清楚所有的教學過程、意涵，給予符合教學目標的協助。此外，持續不斷的課程會議，是紮實空白課程設計的條件，研究中，教師的用心與家長的毅力，使得團對成員不流失，在自然體驗的教學活動後，團對達到成熟穩定。經由合作，教師感受到另一位協同教師的教學特色，相互學習，而家長適時掌握地方人脈，豐富了教學的題材與教學方式。

Parental involvement in education has been a research topic in elementary school. It was essential ability for teacher to communicate with parent, and parents needed to know what they are supposed to do in their children's education. In order to solve this problem, this research adopted "collaborative action research to implement the curriculum of homeland study program. Teachers and parents as researchers group themselves to be a team. They started to learn how to develop homeland study programs.

Three major constructions were concerned in the research. First, to understand team members how to play their roles with their beliefs to exert positive influence on homeland study program. Second, to understand team members' sense of efficacy for helping students succeed in the curriculum. Third, to understand team members' change of perceptions during a half semester year. That is about teachers promote their abilities to work with parents, and parents became involved in school education. During the process of the researcher employed qualitative research methods to check and evaluate data, then displayed the team's research process.

Across a range of studies, there has emerged two major conclusions.
(1)Process of collaboration:
The team went through four stages: 1.The team invited experts of local field helping to teach. The team asked experts show team how to interpret local characteristics. 2.Use the learning activities modules which was developed by Environmental Educator, teachers and parents resolved to practice. 3.Parents make more effort to teach students alone in a part of designed activities. 4.Team members shared their experience and reflection of this research to other teachers and parents in the community.

(2)Patterns of collaboration:
The major mediating variable that enhance partnership of teacher and parents were activity sheets and curriculum research meetings. According to activity sheet, teachers could realize the procedure of curriculum. According to the meeting, parents could know their use of developmentally appropriate involvement strategies. It's a significant impact that nature experience was the keypoint of feedback from students. The finding of this research show that co-teaching could achieve teachers succeed in outdoor education. Parental involvement were suggested in the outdoor education. If schools wanted to establish parent-teacher corroboration as partner, they must develop self-learning groups which concluded parents.