偏鄉面臨的挑戰包含：學習動機相對弱、人口結構老化、文化刺激不足、社會風氣封閉、日常生活貧困等，因此教育在偏鄉需要承擔的更多的責任與功能。對於以上挑戰，地方本位教育課程透過高度與地方連結的特性，讓學生從學習中窺見與生活的關係，期能進而提升學習動機、參與地方議題或事務。本研究參考國內外研究，將學習動機區分為四向度：價值、預期、情感、執行意志，以地方本位教育課程探討偏鄉學生學習動機之影響，提出研究問題如下：
一、偏鄉學生在地方本位教育課程實施後價值、預期、情感、執行意志面向的動機表現情形為何？
二、地方本位教育課程對偏鄉學生動機之價值、預期、情感、執行意志面向之影響因素為何？
三、實施地方本位教育課程以增強學習動機的挑戰為何？
研究對象為新北市深坑國民小學六年級學童，本研究之研究方法採五等量表、輔以半結構式訪談。
研究結果發現，地方本位教育課程能夠增強偏鄉學生之學習動機。學生透過地方本位教育課程的學習，能找到與自身與地方、學習內容的連結，產生正向的價值；同時對地方知識、技能的精熟也能帶動學生的信心、自我效能，使其相信自己能夠參與學習任務或者社區活動；課程也能提升學生對學習的正向情感，主要影響來源為：課程內容的設計、教學策略的運用；學生的執行意志受對地方的價值向度、情感向度及對未來的考量影響。

Rural area faces the challenges of weak learning motivation, demographic aging, insufficient cultural stimulation, closed social atmosphere, poverty and so on, so that rural education should bear more responsibility and function.Facing the above challenges, place-based education curriculum helps rural students to discover the connection between learning and life by highly connect with rural area, and wish that can improve students’ motivation, participating in rural issues. This research classification “learning motivation” as four components: value, expectation, affect and executive volition. Researcher uses place-based education method to explore students’ learning motivation. The research questions are as follows:
1. What are the motivational performance of rural students after the place-based education curriculum?
2. How does place-based education curriculum influence rural students’ learning motivation?
3. What are the challenges of implementing the place-based education curriculum to enhance learning motivation?
The research object of this research is the 6th grade students in Shen-Keng elementary school.This research discover that learning motivation can be promote with place-based education curriculum. Rural students can find out the connection between themselves, place, and learning through place-based education curriculum, and that can bring them positive value. And also, rural students can get more confidence and self- efficacy by mastering of place knowledge and skill, that can make them believing in themselves to participating in learning or community activity. The curriculum also promote rural students’ affect by curriculum design and the using of method. Executive volition is influence by value component, affect component, and the considerations for the future.

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