十二年國民基本教育是當前重要的教育議題，面對此教育改革的衝擊，國中生的學習動機是本研究關注的焦點。本研究意圖從學生層面探討十二年國民教育一個國二班級學生的學習動機，研究場域以研究者所任教班級山海班為個案，研究方法為質性研究的探究取向。在進行探究後得到的結論為：(一)十二年國教政策對於部份學生的學習動機仍造成影響，且部份學生並不瞭解政策內容；(二)學生對超額比序不甚瞭解，部分低成就、有想法的學生反而從服務學習中獲得成就感；(三)部分學生會擔心會考，部分學生不會擔心會考；(四)部分學生平日幾乎不唸書，學習動機低落；(五)在乎段考成績會影響學生的學習動機，學生較不在乎小考；(六)部分學生對於自己喜歡的科目會有較高的學習動機，而對於自己不喜歡的科目學習動機低落。針對結論，本研究提出以下之建議：(一)減少十二年國教政策影響學生之學習動機，教師與家長應幫忙多督促學生複習課業；(二)多對學生宣導十二年國教的理念，讓學生多元發展；(三)規劃更優質的「服務學習」，強化學生學習動機；(四)培養學生正確的學習態度；(五)將學生之「偏重型學習動機」修正為「普遍型學習動機」。 The 12-year basic education reform is a current educational issue in Taiwan. Facing the impact of education reform, what is the learning motivation of junior high school students? This question has become a focus of attention. This study aims to investigate the learning motivation situation of eighth graders under the twelve-year basic education reform. Field study class, taking a Shanhai class as an example, are taught by researchers. The research method is the qualitative research approach. The findings of this study can be summarized as follows: (1) Twelve-year basic education policy affects some students' motivation. As the results of the policy are unknown, studies should investigate the diverse range of effects on motivation to learn; (2) Students do not understand the excess ratio, but low achievement students obtain a sense of accomplishment but from service learning; (3) Some students worry about examinations, while others do not; (4) Some students rarely study, and learning motivation is low; (5) Caring about results of month exams affects students’ learning motivation, and students do not care about quizzes; (6) Some students show higher motivation to learn for their favorite subjects, and lower motivation to learn for the subjects they dislike. In conclusion, the following recommendations are presented in this study: (1) To reduce the affect of the 12-year basic education reform on students' learning motivation, teachers and parents should help students to review schoolwork; (2) Advocating the concept of the 12-year basic education reform will lead to diversified development of student; (3) Planning a better "service learning" course can strengthen students' learning motivation; (4) Students’ attitudes toward learning should be cultivated; and (5) Students’ "specific motivation to learn" should be transformed into "general motivation to learn".
